In April 2013, The Museum of Modern Art entered into a partnership with MOOC (Massive Open Online Course) provider Coursera to offer professional development opportunities for K-12 teachers all over the world. Since entering into that partnership, MoMA has developed two MOOCs: "Art and Inquiry: Museum Teaching Strategies for Your…

No matter how long teachers have been out of school, or how many children's literature classes they have taught, when summer comes, most of them long to "go back to class." It is because of the intriguing, exciting, reinvigorating institutes and conferences their colleagues offer in summer. In this interview, two veteran planners of summer…

In this paper, the author argues that sustained, discipline-specific professional development provides the key to transferring research knowledge base to the classroom, where it can lead to significant improvements in the quality of history instruction. To be successful, such professional development must--like good classroom instruction--begin…

Since implementation of reform and opening-up policy, China's teacher education has got significant success on policy design, legislation process, theory research, system reform, model innovation and teaching qualification system building. Teachers' educational background level has been increased. Teachers' professional ethics and teaching…

The emphasis in this paper is on basic principles of pedagogy and communication in the classroom. An underlying need for faculty development emerges because the majority of college professors have not had training in "how to teach." Faculty are products of master and doctorate degree programs where the emphasis is on research and writing…

This essay reports on in-service teacher education as the "orphan" in educational operations in current demand by a variety of prospective users. It suggests that in-service teacher education is in a growth and development stage. (JMF)

Recounts one teacher's experiences during the week before the beginning of school and expresses concern over the large amount of time allotted for meetings and the smaller amount allotted for preparation and planning of instructional materials and activities. (SRT)

To insure accountability for community service programs, suggests a program of professional development and evaluation for community service faculty. Profiles the community services instructor, identifies objectives and priorities for professional development, and describes the current professional development program offered at Richland College,…

In this article, the author wants to bury inservice and all of the outdated practices that go with it such as "delivery of professional development," "training," "staff development programs," "professional development activities," and "ippy dippys." She wants to bury them so deep that no educator will ever again use them to describe the learning…

For about two years the Rochester City School District has eliminated much of the teachers' mandatory staff development time. In years past students would be released almost an hour early once a week to create time for staff development. Due to such issues as low test scores, numerous retirements, and many newly adopted reform programs the city…

Delineates a model staff development program based on adult learning theory and requiring both specified instructional techniques applied in structured and flexible ways and the provision of follow-up support through clinical, on-site supervision. (PGD)

Reviews the range of contextual factors, possible content orientations, training models (from one-day overviews to courses offering three college credits), and follow-up mechanisms that must be considered by administrators who have committed their districts to providing inservice programs to develop teachers' computer literacy. (PGD)

Reports conclusions reached from the observation of inservice education efforts in three states and a number of federal projects as well as from a review of the literature. Discusses six characteristics of effective inservice programs, the persistent problems that impede program success, effective practices, and future issues. (Author/WD)

The former director of the national Teacher Center Project outlines nine of the most widely recognized problems in the development of teacher centers across the U.S. He concludes that the centers have given teachers a sense of greater control over their inservice education. (Author/WD)

Discusses the effects of declining student enrollment, reduced budgets, and campus political tensions on two-year college faculty-development programs. Underscores the need for vigorous faculty development programs which have the support of the faculty and are based on teachers' individual strengths. (JM)