Described is the method by which one school district developed a successful teacher center in only six months. (KC)

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…

Discusses recent developments which have stimulated interest in teacher centers and describes five types of teacher centers now in operation. (JMB)

This article compares teacher centers in Great Britain, Japan, and the United States. (JA)

Presents ideas and strategies used by the Northwest Staff Development Center to attract and involve teachers and administrators in center activities. (Author)

Explains several options or roles for classroom teachers of English to learn at a teacher center: participant, resource person, workshop leader, center director or staff member, and policy board member. (DD)

The Teacher Center Program offers a non-threatening environment where teachers, students, administrators, and other personnel are assisted in self-improvement, skill development, and career advancement. This program evaluation consisted of the intended inputs, processes, and outcomes, outlined on specially designed status report forms. The interim…

This report describes the first-year progress of the Fredonia/Hamburg Teacher Education Center and is concerned with aspects of the general format, program, and organization of the center. Chapter one defines and discusses the development of competency-based programs and describes the purpose of the Teacher Education Center at Fredonia/Hamburg.…

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…

This paper questions who should fund and control teacher centers. Recommendations include the establishment of local teacher centers supervised by a board of trustees chosen jointly by the teachers' union and the school superintendent and funded by the board of education in an amount equal to at least 2% of the annual operating budget. The author…

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…

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…

A study was conducted to test the effectiveness of center vs. noncenter student teacher training. Effectiveness was defined as the degree to which student teachers accomplished goals in one term of student teaching. Comparisons were made using four self-report inventories administered to student teachers and cooperating teachers at the beginning…

Activities to date under the federal Teacher Centers Law (Public Law 94-482) are described. Opportunities for the submission of new proposals, or rewriting and resubmission of rejected proposals are described. National Education Association interest in these activities is made clear. (MJB)

Describing the organization and development of the Brookline Teacher Center in Massachusetts, this article points out the advantages of teacher centers and describes some of Brookline's funding problems. (JC)