This paper classifies teacher centers according to the following categories: a) their organizational structure, b) their function, and c) the relationship between "a" and "b." It is indicated that the typologies were distilled from the results of a research project that surveyed 200 teacher center sites in the United States. The paper describes…

This monograph is intended to: (a) outline the background and current extent of teacher centering in the U.S., (b) stimulate intercenter communication, (c) identify resources for potential program developers, (d) raise some developmental problems and issues confronting center builders, and (e) provide a framework for a systematic analysis of the…

Teacher centers in America can provide the vehicle for the improvement of education through a) the professionalization of educators, b) the education of the public, and c) the repoliticization of education. Teacher centers can serve as the point of input for the knowledge necessary for the professionalization of educators and can function as the…

The establishment and governance of teacher centers, their function and potential, is discussed from both positive and negative viewpoints. (JD)

Available from: Teacher Education and Special Education, The Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091. Described is the role of teacher centers--programs designed to improve classroom instruction--in delivering services required by P.L. 94-142, the Education for All Handicapped Children Act. (CL)

This article provides some insights into the nature and variety of teacher centers proposed and how some were selected for funding over others. (JD)

Five hundred program proposals to the new federal Teacher Centers Program were analyzed with the aim of determining how educational leaders, especially teachers, see the potential for teacher center development. The rationale and process for content analysis is discussed. Descriptions of teacher center proposals are presented and comparison is…

The decision to document the development of the Teacher Centers Program failed to specify either the content or the process for documentation activities. The described field test was undertaken to determine which of two information-gathering strategies was the most effective--mailed questionnaire or telephone interview. While both methods produced…

This overview of the use of educational resources in teacher education discusses the concept of an educational resource as a reserve source of supply or support, and outlines a simple category system to describe the various types of educational resources: print, non-print, electronic/mechanical, management, intact, and human. The primary focus is…

This six-chapter study provides a summary of active programs that aim towards professional development of educational personnel, and it generates attributes of programs of professional development that would distinguish teacher centers from other types of programs. Chapter one provides information regarding the historical background of teacher…

The professional and career development of teachers is central to many educational reform theories and propositions. Career ladder proposals are examined in detail. Teacher leadership and empowerment are discussed as routes to enhance status of the profession. (JL)

The concept of collaboration, which underlies the design and structure of the Teacher Center Policy Board, has been widely accepted as an effective mechanism, but this acceptance is to a large degree without sound basis. A number of assertions can be supported about the ineffectiveness of collaboration: (1) collaboration in teacher education is…

Problems in implementing the Education for All Handicapped Children Act (PL 94-142) and the Teacher Center Act (PL 94-482) are described. Optimism is expressed over the possibilities of staff development in Teacher Centers to meet the demands of PL 94-142. (MJB)

This article discusses factors operating for and against educational reform. (JS)