Noting that peer supervision groups are advocated for counselors at all experience levels, this article describes and illustrates a structured peer group format that encourages skill development, conceptual growth, participation, instructive feedback, and self-monitoring. Discusses emphasis on developing cognitive counseling skills and describes…

Professional development is very important for new teachers as well as experienced teachers as it helps them face challenges in the classroom and broader school culture. The types of professional development, key considerations and the involvement and impact on the teachers are discussed.

This model is designed to assist educators in determining their role expectations and proficiency levels and to use this information to plan experiences for extending one's own professional growth. (Author)

Describes the components of a professional manuscript and discusses how successful papers are written and published. (KS)

Recognizes Lawrence Kohlberg as the foremost contributor to moral education during the twentieth century. Analyzes the mentor-student relationship and discusses Kohlberg's mentor relationship with his students. (KO)

Looks at teachers' reluctance to engage in self-assessment, and the consequences in terms of public attitudes and policy. Includes a checklist of professional behaviors. (ET)

Describes six nontraditional online information sources and discusses how they could be used for library services or professional development: (1) ISAAC (Information System for Advanced Academic Computing); (2) NCIN (North Carolina Information Network); (3) Prodigy; (4) The Well (Whole Earth Lectronic Link); (5) America Online (AOL); and (6)…

Poses ethical questions related to social studies education and professional values in five case studies illustrating the six principles of the National Council for Social Studies (NCSS) Code of Ethics. Raises questions about the NCSS's involvement in overseeing professional ethics and encourages discussion about ethical principles. (LS)

Five teachers describe the endeavors they pursue over summer break: conducting field trips; organizing a teacher support group; running a summer enrichment program; meeting favorite writers; coordinating an Adopt-a-School program. Books to improve teaching are listed, as well as suggestions for revitalization. (JL)

Author argues that the only way to move science education progressively forward is by teachers respecting the pedagogical research reports. Asserts that only a research-based rationale for teaching science separates the professional science teacher from those who simply have a strong science background. Urges authors and editors to present…

Outlined are curriculum issues concerning the development of a master's degree program in Environmental Education at Griffith University during 1990. This paper examines how fundamental considerations, purposes, objectives, course organization schema, and proposed teaching methods have evolved to meet the challenges of professional development…

Discusses multiple uses of the word processor as a writing tool. Following a description of the various parts of a word processing system, the author addresses concerns of the novice user, concluding that word processors may serve "both in the professional writing of educators and in the teaching of writing." (JBM)

Discusses the need for coordinated efforts between an organization and its staff development support that are congruent with the articulated goals of the district, the school sites, and individual members of the organization. Strategies are presented for changing the role of staff developers in renewal efforts that support a learning organization.…

Governing boards or their Trustee Committees should identify, cultivate, and recruit prospective trustees; annually evaluate the board and its members; and nominate officers and other committee members. A model form that can be used to evaluate individual trustees is offered. (Author/JMD)

The first two recommendations outline the rationale and specific elements underlying, respectively, a curriculum assessment guide and a learning resource guide fundamental to environmental education. The remaining two recommendations concern government funding for both inservice and curriculum development. (JJK)