A properly structured job-enrichment program can help motivate classroom teachers and encourage them to remain in the classroom. Offers examples of programs for enhancing the professional lives of teachers and cites pitfalls to avoid in designing a program. (MLF)

A study examined career and professional development activities of 250 postsecondary and adult instructors who did not have education degrees and who had been teaching five years. Information on age, prior education, vocational field membership, occupational mobility, teaching experience, attrition, and development of teaching competence and…

Argues that building commitment through cooperative efforts, influencing colleagues through participation, highlighting staff development, and applying developmental supervision can create a favorable attitude toward using school time for independent reading. (RS)

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)

Describes a project undertaken by the Navy for the development and dissemination of cost-effective voluntary educational opportunities for Navy personnel while they are serving at sea. (JOW)

Before chaos theory, Western society had no "scientific" tools to deal with disorder and unpredictability because science relied on factual evidence. With chaos theory, knowing and believing are now seen as interconnected and both are considered authentic. Counseling should reflect this authenticity with compassion, not control. (LKS)

This article presents the perspective that chaos theory may provide a more flexible, nonlinear, and effective model and basis for the preparation and education of counselors than competing linear-causal models. (Author)

Perceptions of 10 client teachers and 5 consulting teachers in Albemarle County (Virginia) about the Consulting Teacher Model were examined. The case-study approach identified five themes: (1) receptivity to assistance; (2) value of collegiality; (3) viability of the role; (4) consulting teacher as change agent; and (5) teacher empowerment. (SLD)

Analyzes three "myths" associated with senior managers who ignore new communication and information technologies. Discusses how managers can encourage their colleagues to become literate in technology through actively using and supplying technology in the organization. Describes the benefits of voice recognition in making computer…

This interview with Dr. Pedersen highlights his contributions to the field of counseling and psychology in general and to the field of multicultural counseling in particular. Includes personal background and development, professional development, focus on multicultural counseling issues and interests, and future directions in multicultural…

The teacher evaluation environment of a parochial school district that tried to encourage teachers' professional growth was studied through a survey of 171 teachers and interviews with 40 teachers. Teachers perceived that attributes of the evaluator, feedback received, and evaluation procedures were the most important aspects of evaluation. (SLD)

Qualitatively examines the development of four community college science professors as science educators while they prepared and taught a summer life science academy for K-12 teachers. Reports that the professors came to see their traditional lecture/lab approach to science education as inadequate with regard to most students. (Author/JRH)

The literature on novice-expert shifts in teacher knowledge is examined from the perspective of constructivist learning theory with a view to identifying lessons for teacher educators. Limitations in teacher knowledge are explored, and three requirements are outlined for a research agenda on teacher's learning. (SLD)

Sketches three criteria for thinking about an assessment of teaching. Discusses assessment versus professional development, and argues that even if assessment of teaching is only a test, intended to separate the "accomplished" from the "unaccomplished," then it is not a vehicle for reform or change or professional development,…

Examines the debate over what early care and education personnel need to know and how to go about getting that information. Lists and categorizes professional development activities as formal/informal information gathering; information sharing; self-assessment; experimentation; and organization. Emphasizes professional development as a dynamic,…