The William & Mary Center for Gifted Education (CFGE) serves high-ability students and those with gifts and talents directly and indirectly through curriculum development, precollegiate learner programs, professional development for teachers and administrators, research, and doctoral programs. With an added focus on psychological needs, in…

Written by the director and staff of the first, and one of the largest, teaching centers in American higher education--the University of Michigan's Center for Research on Learning and Teaching (CRLT)--this book offers a unique perspective on the strategies for making a teaching center integral to an institution's educational mission. It presents a…

The author presents a few discussion notes on the role and purposes of teacher centers as they function in the United Kingdom. (Author/SJL)

Considers the British teacher center for inservice training a potentially useful model for the professional development of American teachers. The centers focus on teacher role expansion through training in curriculum development and implementation. (DP)

Presented is the third in a series of addresses given by Professor Matthews of the Nuffield Project to the Australian Association of Mathematics Teachers Conference in May, 1972. He reviews the changes that have occurred in mathematics education throughout Britain over the last several decades. (JP)

The T. F. Davies Teacher Center of the Bradford Metropolitan School District in Yorkshire, England, is described in terms of development, operation, curriculum, and resources. (MP)

A description of Teachers' Centers in England; their characteristics, recent growth and development, objectives, in-service training and curriculum development activities, and an assessment of their strengths, weaknesses, and likely future. (EH)

This report offers a description of the development and current status of the British teacher center as a vehicle for in-service teacher education and curriculum reform in the primary and secondary schools of the United Kingdom. In addition, the report examines the applicability of the British teacher center model to American teacher education and…

The authors describe a collaborative effort in physical education between a Chicago public school district (K-9) and the University of Illinois/Urbana-Champaign. The project is designed to (1) develop a curriculum guide, (2) establish pre- and in-service programs, (3) create a teacher center, and (4) improve community-physical education teacher…

Local physical facilities and self-improvement programs organized and run by teachers for purposes of upgrading educational performance. (Author)

Describes the purposes of the Center for Science Education at the University of Oslo as follows: to give help and advice to acting teachers; to make the staff at the university more aware of the needs and problems of the schools. Outlines the activities involved in fulfilling these purposes. (GS)

Through an overview of three teacher centers, this report attempts to characterize what a teacher center is, does, and how it can be organized. The centers included in this report are the following: (a) the Bay Area Learning Center (BALC), California; (b) the Rhode Island Teacher Center (RITC); and (c) the Texas Center for the Improvement of…

This is a collection of six papers concerning teachers as innovators. The first is entitled, "The Types of Environment Most Likely to Favour the Active and Effective Participation of Teachers in Educational Innovation." It is concerned with the commitment of the teacher to permanent participation in the adaptation of the education system…

The two centers, the Teaching-Learning Center and the Professional Development Center, of the Kellogg Project are described. They are designed to support Illinois State University faculty in teaching and career development. The two centers have separate directors and their own program of responsibility, but also function in an interdependent way…