Teachers will soon be instructing pupil groups, guiding and evaluating teacher interns, aides and peers. Educational events and activities will be planned by curriculum directors. Principals will be freed from the role of business managers to direct the supervision of teachers and curricula. (Author/AF)

The example outlined in this paper illustrates how a school system established a counseling service within its own special education division. The key administrative positions were taken up by qualified and experienced teachers while other professional personnel, such as psychologists, were employed as resource consultants. (Author)

Baltimore County instructs its teachers in use and production of multimedia materials with two completely equipped mobile unites with a staff of media specialists. The program has been successful but is hampered by lack of funds. (JS)

The Biomedical Information System is described as one which includes closed intermediate and open data, mobilizing all biomedical information for physicians, teachers, students and administrators. (Editor/IE)

A centralized, unified media program makes "cents." (Editor)

The program's director describes how he teaches his students to train their peers to use their high school's television equipment, thus giving himself more time to work with other teachers on integrating television into the curriculum. (LS)

Betty Dillon-Peterson, the director of staff development for the Lincoln (Nebraska) schools, relates key experiences which shaped her career and also her views about how staff developers can work effectively. She advocates design of a special course of study for staff developers. (PP)

A survey of staff development specialists found that, while a few individuals had formal training for their positions, most learned from informal mentors and role models. Shortcomings in their training are noted, and options for improving professional training are discussed. (PP)

Although more media specialists are working outside public school systems, they share many basic competency areas with their school-based counterparts. Teacher education can accommodate diverse requirements if it focuses on: (1) audience; (2) objectives; (3) content; (4) media selection; (5) media production; (6) media presentation; (7)…

Examines the differences between researchers and practitioners in the field of educational television, assesses the value of current research to television producers, and concludes that cooperation between researcher and practitioner is necessary for effective communication with the audience. (JJD)

This 1978 study developed and formatively evaluated an attitude questionnaire regarding perceptions of the public school media specialist's role. The questionnaire was used to determine differences in expectations held by college-level media educators, media specialists, principals, and teachers in a 10-district school consortium. Twenty-four…

Offers suggestions for the acquisition of visual aids in a children's library, addressing such factors as collection criteria, size, scope, sources, processing, access, storage, display, circulation, and promotion. (FM)

Reviews several issues pertaining to the relationship between child development and social or public policy, including educational policy and practice, the growth of professional associations, federal interventions, applied research needs, and professional training. Introduces the articles in the journal issue. (AYC)

Describes a nationwide survey of librarians in secondary school library media centers to find out how much self-censorship is practiced in collection development. Results indicating that librarians do seem to voluntarily censor their acquisitions are discussed. (BK)

Describes aspects of language teaching policy in China, including English curricula, teaching materials, and teaching methodology used at various levels of English instruction. Teacher training and the utilization of foreign experts are also discussed. (Author/CFM)