A new staff development model postulates that teachers' beliefs and attitudes change as a result of changes in learning results, which in turn stem from changed classroom practices. Evidence supporting this model is summarized, and implications for staff development practice are discussed. (MCG)

Describes the 4Mat System, an instructional plan adapted to diverse learning styles, and suggests ways for teachers to use the system. Includes seven recommendations for staff development. (MCG)

Outlines an innovative district-wide staff development program that improved morale, lessened the teacher burnout rate, and saved the district money. (MD)

The authors describe the wide array of NCR Corporation's training offerings that incorporate personal computers. The article looks at the personal computer not only as an effective resource for learning but also as a powerful resource for faculty engaged in instructional development. (Editor)

The author argues that it is time to move beyond definitional activities in research related to effective schooling. Four new challenges to researchers are suggested: indicators of effectiveness; extending effectiveness to new contexts; staff development; and information processing. (MT)

Leadership in school situations involves creating circumstances so that teachers are able to closely and critically examine what they do and thereby theorize about the nature of their work. Clinical supervision is a process that involves teachers working together as trusted colleagues to analyze and improve their teaching. (MLF)

Utilizing teachers to observe and evaluate other teachers provides an opportunity for peers to exchange ideas and learn the components of competent teaching. A peer assessment program requires delineation of indicators to be evaluated, a procedure for lateral and vertical communication, and a procedure for selecting observers. (MLF)

The study confirmed previous research indicating that workshop training by itself is an ineffective method of increasing direct care staff compliance to treatment prescriptions, and that providing direct staff supervisors with a training and management tool (prescriptive checklists) may be an effective alternative for serving multihandicapped…

Featured are 8 of the 17 exemplary staff development programs selected by the Advisory Panel of the National Center for the Improvement of Learning. Nine of the programs were featured in the February issue. (Author/DCS)

Some school systems are recognizing their responsibility to check software piracy, and a few publishers are responding to schools' needs and offering discounts on multiple copies of software to schools with policies protecting software copyright. Includes a model policy example. (MD)

Reviews quantitative studies concerned with the effectiveness of transactional analysis (TA) as a method of improving interpersonal communication and promoting mental health. Describes TA in educational, occupational, and clinical settings and discusses its effects compared with other types of counseling. Proposes methodological improvements for…

Staff were taught use of training and self-management skills through a sequence of written instructions, videotaped and live modeling, rehearsal, and videotaped feedback. Results indicated that staff learned to use the training skills appropriately and consistently, applied the skills in the generalization situations, and maintained skills with…

Argues that while community and technical colleges have been instrumental in assisting business and industry to meet human resource development needs, they have not responded to their own needs for a systematic and continuous development of institutional human resources. Cites effective approaches to staff development and offers recommendations.…

This article describes how the Kansas City (Missouri) Learning Exchange initiates and maintains successful partnerships with the private sector. To help fund quality staff development, the Exchange raises almost a quarter of a million dollars annually from businesses, trusts, and foundations. (DF)

The author presents a five-stage model for staff development used in a survey of professors and practitioners. The survey found that there is a disparity between what professors and practitioners believe is practiced and what is actually occurring in staff development. (MD)