Results of a study with dental assistants and hygienists, clinic clerks, supply and sterilization personnel, receptionists, and housekeeping and secretarial staff (n=80) suggest that inservice training programs on infection control and clinical asepsis procedures may be better accomplished by practical demonstration than by lecture or seminar.…

Uses survey responses of 473 teachers, principals, and staff development chairs in rural Oklahoma school districts to indicate the level of implementation of 38 research-based staff development practices that define the Readiness, Planning, Training, Implementation, and Maintenance stages of staff development. Lists the 38 practices and tabulates…

Describes a multi-method approach for assessing worker training needs in child welfare services. The approach is illustrated by describing research findings from a study of training needs of public child welfare personnel in Alaska and Oregon. (Author/BB)

A framework for staff development which focuses on acquisition of pedagogical language is presented as a means to increase teachers' cognitive complexity about the teaching-learning process. The language and concepts found in educational theory and research are key factors in enabling teachers' reflective instructional decision making. (JD)

A description is given of the IMPACT II programs which support local staff development efforts by focusing on the improvement of teacher creativity and insure teacher-to-teacher sharing of curriculum and teaching ideas. (JD)

According to recent research, when teachers focus on higher mental processes (problem solving, application of principles, analytical skills, and creativity) within a mastery learning format, students' thinking skills and knowledge levels improve. Baltimore County (Maryland) and East Islip (New York) School Districts have programs integrating…

Described are programs that will provide a more attractive academic environment. Programs considered a start-up package, salaries and fringe benefits, mentors, team work, career development and planning, services, and staff support. (YP)

Investigates the relationship between communicator competence and employee productivity with new technology. Finds that employee communicator competence significantly affects employee performance with new technology; that employees receiving communicator competence training perform at significantly higher levels; and that past productivity also…

Identifies five teacher-assistance models that rely on formal support systems for classroom teachers as they engage in the teaching of reading. States several characteristics of effective support teachers. (MG)

Describes a Long Island, New York, school district's staff development project designed to improve student learning and thinking strategies by applying interactive and constructive learning theory. The three-year project focused on bettering reading instruction across the curriculum and used teacher-selected materials and demonstration lessons to…

A university-school collaboration program was developed to improve the teaching of thinking, address student learning-style preferences, provide staff development activities for teachers, and support grant writing to obtain additional resources. (JD)

Reviews pre- and in-service education literature for student affairs, highlighting models of graduate preparation. Emphasizes dual perspectives on in-service education. (Author/NB)

Two studies, involving 11 teachers and 195 gifted students, found that interactive writing between teachers and gifted students can promote collaborative learning. Teachers did not spontaneously journal with students in ways most conducive to this mode of learning but learned to use interactive, collaborative discourse functions when shown proper…

A survey of 158 Pennsylvania elementary teachers who had experience including children with disabilities in general classrooms found that special and general educators reported similar levels of need for resources, but special educators reported greater availability of resources. A high percentage of respondents reported a need for training, and a…

Four college and university programs for development of nonacademic staff are described: University of North Carolina at Greensboro, University of Illinois at Chicago, Columbia University (New York), and Maricopa County Community College (Arizona). The programs illustrate different structures, focuses, and activities. (MSE)