Seven theme articles explore use of research findings to enhance agricultural education (including supervised agricultural experience and Future Farmers of America research), teaching for higher level cognition in adult education, using research to plan curriculum, and improving leadership development in agricultural student organizations. (SK)

Focuses on the staff development process and describes a project in which a group of teachers explored barriers to teachers' use of research-based practices when teaching reading comprehension. Ends with an invitation for other teachers to engage in a similar process and to communicate their stories. (MG)

The new kinds of teaching required to implement curriculum reforms like the California Curriculum Frameworks are incompletely defined and impossible to learn in quick-fix workshops. Teachers need to have "instructional conversations" with students that engage their interest, focus on a definite subject, and encourage full participation…

Education guru Madeline Hunter crusades against the intuitive, spontaneous, improvisational approach to teaching and spreads her model of teaching as an applied science in which education is based on proven research findings that link cause and effect. The article details her beliefs and reactions by supporters and critics. (SM)

Asserts that becoming a teacher-researcher is one way to get better at teaching. Shows that teacher research is not as daunting as it may first appear. Examines three myths and three opposing realities regarding teacher research. (PRA)

Describes Rogers State College's (Oklahoma) "Myth, Religion, and Culture" project, an interdisciplinary approach to the faculty seminar, which involved 14 faculty from 8 disciplines. Explains the project's methods, which included a semester of reading and preparation, a four-week series of lectures/discussion by four outstanding…

Focuses on preservice teacher education by considering teacher reflectivity as an end rather than a means. The article provides a rationale for reflective teacher education in arguing the need to have teachers who are thoughtful, passionate, and principled educational decision makers. (GLR)

Emphasizes the need for careful deliberation about teacher learning for both inservice and preservice teachers. Argues that without consideration of on-going teacher development, reflective practice cannot be expected to exist in schools. (GLR)

Influencing educational decision makers requires creating ongoing relationships, keeping everyone informed, and developing persuasive skills. Persuasion requires preparation, refinement, hard work, and a sound understanding of the people being lobbied. Lobbying must be factual and relevant to the audience. The article looks at influence from the…

Discusses the theoretical basis for a teacher development project designed to generate innovative strategies for teacher development using information technology. The article describes strategies by modes and models, recommending a model based on teacher needs. The article examines outcomes of the project based on its relationship to the…

This paper critiques England's teacher in-service training program, called Grants for Education, Support and Training (GEST.) The paper notes that funding is only available for national priority areas and argues that the impact of this approach is leading to a lack of necessary training for special education teachers. (JDD)

Examines the future of staff development, noting its inadequacy due to prevailing concepts of teaching. The article traces changes in concepts of teachers and their work, outlines implications of change for future staff development, and describes experiences of one school district in redefining staff development as suggested by conceptual change.…

Describes the Pittsburgh Public Schools' efforts to institutionalize a shared decision-making model in secondary schools to provide more supportive educational and professional environments. The article examines the Schenly High School Teacher Center staff development program, noting that organizational development takes time and effort by the…

This author discusses how some ideas from creative thinking can be applied to help an instructor change his teaching by adapting ideas from others, looking from new perspectives, using models, and inquiry. It is best to start small and be clear on what is actually happening in the class. (MLW)

Teachers (n=109) from a Texas school district participated in a study of teachers' perceptions of a postobservation evaluation conference with respect to the purpose, process, environment, and factors influencing the conference. Teachers also made recommendations for keeping the postobservation conference meaningful and constructive. Responses…