Describes the use of the teacher center as a place where "thoughtful and constructive agitators" can raise questions about all facets of teaching--in this case, the teaching of writing. (Author/JM)

Only a cooperative approach to teacher growth can effectively satisfy the compelling need to retrain and upgrade existing personnel. (Author)

Present technology provides the means to generate teacher centers in which we can continuously work to expand our range of competence and test the single proposition on which we rest our case. (Author)

An observer of Japanese teacher centers reports on their purpose, scope, and activities--using British and American centers as a frame of reference. (Author)

A combination of methods--portfolios, direct observation, assessment centers, and better tests--can compensate for one another's shortcomings and reflect the richness and complexity of teaching. (Author/TE)

Excerpts from a few of the many papers submitted for inclusion in this issue. (Author/MLF)

In Florida, a legislatively mandated funding program supports statewide staff development efforts, which are primarily school-based. (Author)

Subject-centered conventional education of teachers in the U.S. should be augmented by the growth open to teachers in the informal and innovative atmosphere of teacher centers that develop talents and confidence in the individual and emphasize the more child-centered view that is held in British schools. (JD)

Inspired by study of British teacher centres, an active learning center was developed based on the belief that emphasis on needs of individual teachers and voluntary teacher involvement in designing programs would lead to progress and classroom changes by providing practical group studies in a nonevaluative supportive atmosphere. (JD)

The basic functions of teacher centres now are to help teachers in curriculum development and solving classroom problems, to serve as information centres, to back up resources of schools, and provide social and professional interchange between teachers; it is hoped they will grow to provide broader views of the philosophy and practice of teaching.…

The basic purpose of helping teachers to enrich the curriculum of their own classrooms is a common bond between teacher centers where teacher participation and individualized training develop professional creativity, and emphasis is placed on the fact that the major influence upon children's schooling is the teacher. (JD)

An evaluative study of teacher centers suggests that they make an impact upon classroom performance of teachers, improving their confidence and their relationship with pupils. (JD)

In a structured inservice program, implemented by professional staff, teachers are required to participate a minimum of 48 hours per school year in workshops, seminars, and courses with the goal of individual and curricular improvement and professional advancement. (JD)

The Center for Open Education sends consultants to schools to work on-site with teachers; all personnel of the school are involved in planning inservice programs based on school needs; and through affiliation with the University of Connecticut, credit courses are available to participating teachers. (JD)

This teacher-run center provides opportunity for teachers to share ideas and improve skills as well as serving as an information center including an extensive education library, summer workshops, an arts and crafts area, innovative displays of classroom materials, and advisory services to teachers and the community. (JD)