Background information is provided on a number of conditions affecting Ontario's community colleges. The first section, dealing with financial issues, considers the college environment in the 1980s; examines the provincial government's perspective on priorities, the allocation process, government funding, and budgetary expenditures and trends; and…

Teachers have different job skills, knowledge, behaviors, attitudes, and concerns at different points in their careers. A number of these characteristics follow a regular developmental pattern. Three stages of teacher career development have been identified, with different developmental characteristics at each stage. In the survival stage, which…

Self awareness is a key element in the effectiveness of teacher performance. To a large extent, however, individual psychology and the growth process have been neglected in the preparation of teachers. Four guidelines can aid prospective teachers to gain strengths they will need in the classroom. The first is increasing student teachers' autonomy…

A resource for adult educators, this guide was developed as a teacher aid to be used with "Learning Activities for Adults," a curriculum supplement developed by adult education teachers in Florida that is based on Florida's Minimum Student Performance Standards. This assessment and resource is divided into five general knowledge areas:…

This case study focuses on formal agreements between a college of education and individual school districts. The Office of Field Experiences (OFE), founded at Eastern State University's College of Education in the 1960s, formally collaborated with five school districts to establish either teacher centers or professional development centers. Each…

A nationwide survey of 1,315 community colleges was conducted in 1979 to draw a profile of the colleges' staff development practices. A 12-page survey instrument asked respondents to: (1) identify the goals of the staff development program; (2) estimate the effectiveness of the instructional methods used in these programs, as well as the methods…

By the time they complete their preservice education, prospective teachers have acquired a "latent culture" of knowledge, skills, attitudes, and values in anticipation of their professional performance. An Australian research team, with this factor in mind, devised a survey questionnaire to examine the process of induction of beginning…

A program implemented in the University System of Georgia to assist women and minorities advance in educational research is described. The program is one of individually guided research and each participant is free to select individual objectives, topics, research procedures, rate of progress, and outcomes. Program participants are predominantly…

This publication, part of the Professional Development series, focuses on teacher development programs. An overview of present programs indicates the need for educational innovations, a continuous link between preservice and inservice programs, a renewed concern for performance skills, and field experiences that reflect the reality of teaching.…

The New Jersey plan for staff development seeks to increase competencies, skills, and abilities of educational personnel through preservice and inservice education. The New Jersey Department of Education staff participates in coordinating local education agencies and institutions of higher education. This proposal projects eight major premises…

This handbook was designed to assist vocational personnel in assessing professional development needs and developing an individual growth plan. It contains five sections: (1) An Overview of Staff Development, (2) What is a Need?, (3) Assessing Needs: Alternative Methods, (4) Planning and Evaluation Activities, and (5) Facilitation Suggestions.…

The article describes optimal roles and responsibilities for professionals and parents as states and localities develop preservice and inservice personnel preparation programs and local interagency task forces for transition services (including special education, vocational education, case management, parents, and transdiciplinary/interagency…

Delineates ten dimensions of the occupational climate of early childhood programs that administrators and staff should consider when trying to create a positive work climate in which teachers and employees can use their talents and develop their professional capabilities. (BB)

To increase student achievement and prepare all students to meet standards, educators must be well prepared. Teachers who know their content and strategies can open a virtual toolbox and take out what they need to help all students become successful. This thoroughly revised and updated edition of "Why Can't We Get It Right?" explains how…

This research had the following four inter-related purposes: (1) to identify and clarify the distinctions between learning styles, preferences and strategies of students, and their practical application to vocational education and training (VET) learning environments; (2) to identify the extent to which the VET sector takes account of preferred…