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)

Looks at the future prospects for teachers' centers. (Editor)

Data are presented on teachers' general patterns of physical and verbal behavior as observed in a Chicago teacher center. (GW)

Teacher centers respond to a teacher's own defined needs by offering assistance, instruction, and materials to help enrich classroom learning experiences. Services provided social studies educators by the Teacher Center in Humboldt County, California, are described. (RM)

Author reports on one school's attempt to become its own teachers' centre. (Editor/RK)

Public accountability in America has led to the emergence of a competency-based, field-centered approach. The two major processes for achieving reform are the development of alternative teacher education institutions and the conversion of existing ones. The political and educational aspects of each process are considered. (Author/JA)

The Teacher Center is a tangible product of teachers' demand for self-determination and their disenchantment with existing graduate and recertification programs. Like other innovations, the Teacher Center has its share of problems, which may be summarized as lack of experience, lack of coordination, and lack of funds. (Author/SJL)

Teacher centers should view the enactment of role and assignment of specific in-service education programs as their overall purpose and as the focal point of all center activity. (Author)

Defines the concept of the teacher center, traces its development in three countries (Great Britain, Japan, and the United States), and draws implications for the school media supervisor. (Author)

In this study we review our own experience of coordinating learning in a professional community of student supervisors in the context of curricular change that took place in the elementary school program of our teacher education college. We present an analysis of four excerpts of conversations about change selected from a larger corpus of data,…

In a time of evolving Algebraic standards and expectations for Minnesota teachers and students, the establishment of quality professional development and technical assistance can help educators move more confidently toward greater mathematics understanding and, subsequently, successful teaching and learning. To this end, the Minnesota Department…

Although basically for public and non-public school teachers, the District of Columbia Teacher Center Program target population also includes paraprofessionals, students, parents, and other members of the community. The objectives of the center are: (1) to plan, develop, disseminate, implement and evaluate inservice training, graduate courses, and…