This paper reports the contribution of Teachers' Resource Centres (TRCs) in enhancing teachers' professional development. Variables investigated were designed programme for the primary school teachers, teachers who were attending in-service training at the TRCs, as well as those who had completed the training and teaching, and head teachers at the…

Service centers in Illinois and teacher centers funded by the federal government are compared with regard to structure, function, clientele, and success criteria. The paper utilizes comparative analysis of documents that conceptualize service centers and teacher centers; logical analysis deals with the constraints imposed upon center concepts by…

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

The City College Advisory Service and Workshop Center for Open Education, located on the main campus of City College in New York City, is a free facility for all participants in the school process--teachers, principals, supervisors, paraprofessionals, parents, and graduate/undergraduate students in the New York City area. It is sponsored by the…

This paper examines the nature of teachers' experiences in one teacher center by describing their physical and verbal behaviors. Teachers were observed for a total of 27.8 hours, and each activity observed was noted in one of several categories listed under physical or verbal behavior. While the data do not permit a direct assessment of the…

The general goals of the Center for Indian Education are: (1) the preparation of teachers of Indian children through an instructional program which promotes academic excellence, and (2) to provide educational resources and services to those interested in Indian Education, with emphasis in meeting the needs of the Indian community and the students…

Teachers' centers were developed in England and Wales, and although American educators have been quick to adopt words such as teacher center and resource center, they do not understand the basic of teachers' centers. In England and Wales, the centers are established in response to very subjective local teacher needs. Teachers' centers for primary…

Describes the development of a teacher resource center for early childhood educators sponsored by the Chicago Association for the Education of Young Children (CAEYC). (CM)

Describes a center where teachers can meet as a staff to discuss their experiences and conduct in-service meetings. (MKM)

Defines teachers centers as physical facilities within a school where teachers can meet on a voluntary basis to share ideas related to their professional and their personal lives. Provides a how-to-do-it guide for teachers interested in organizing the community of learning and sharing that teachers centers make possible. (Author)

Five project activities of the American Federation of Teachers Teacher Center Resources Exchange are described in this report. The activity, rationale, accomplishments, and suggestions for modification are presented for the following group projects: (1) teacher center advisory group; (2) teacher center state network; (3) teacher center…

The Comprehensive Educational Center (CEC) at Plattsburgh State University College provides pre- and in-service teachers, administrators, human resource personnel, and others with a variety of services. The CEC provides free and expert consultant and instructional services in the areas of art education, curriculum evaluation and development,…

This directory has three major sections. The foreword is a brief essay describing the purpose of the Teachers' Centers Exchange, the "network" of teachers' centers, and the reasons for compiling and publishing this directory. The second section gives descriptions of 78 teachers' centers in the Exchange's network. These descriptions highlight each…

In this supplement to a previously published Teachers' Center Exchange Directory (April 1977), 55 additional teacher centers are described. These descriptions include the name of the contact person at each center, the program offered, resources, staff, participation, fees and credit, affiliation, support, decision making, and publications. (JD)

This report represents a summary of a larger, on-going investigation in teacher education committed to providing a detailed description of the differences found in teacher center and noncenter programs. Part one describes the design, and then summarizes the findings, of the initial phase of the center study by providing the answers to the six…