A Connecticut business association helps place teachers in job-related summer work and promotes their image as professionals. Because teachers apply course teachings to first-hand experiences, the internship helps ensure that skilled teachers will instruct future workers. Describes ways to set up a summer job placement program. (CJH)

Focuses on the professional role of the teacher in the classroom in relation to the students being taught and the subject matter being learned. Defines and gives examples of three dimensions of the professional act of teaching: conceptual knowledge, general knowledge, and interpersonal communication and social skills. (JHZ)

Describes the purposes and approach of a global organization of scholars interested in curriculum and instruction research. The research mission facilitates collaboration on cross-cultural investigations of educational systems and problems and the exchange of professional knowledge within a multicultural world community. Discusses current projects…

This study reports the results of a national survey of American Council on Pharmaceutical Education-approved provider continuing education offerings during 1985. The study was designed to identify frequently presented topics, characterize types of programs offered, describe the providers offering programs, and detail continuing education…

The author describes a mentoring program that pairs experienced teachers with new ones in area vocational centers in Vermont. The outcome for the new teacher is mastery of professional education competencies required for certification. (CH)

This article relates to two problems: how to deal with individual differences in heterogeneous classes and how to plan and implement professional development programs in this area. The planning and implementation of such a program through a process of collaboration between researchers and teachers is reported in the study. (Author)

Encourages practicing school counselors to present programs at conferences and to provide in-service training for their faculties. Planning strategies are offered. (BL)

Discusses various concerns of teachers related to program success: an adequate instructional environment in which to learn, ample support services for students and teachers, guidance and counseling services, curriculum and secretarial services, individualized professional development, the need for administrative support, teacher involvement in…

Encourages the formation of long-term career goals for women in agronomy. Offers perspectives and practical suggestions for obtaining positions, maintaining professional credentials, and managing personal and career related obligations. (ML)

Based on a presentation made at the fortieth anniversary celebration of the Woodrow Wilson National Fellowship Foundation, considers the effect these fellowships had on the scholarly careers of the women to whom they have been awarded. (Author/ABB)

This article defines the place that the videodisc can assume in health science education, particularly in light of the explosion of information and technology, the better understanding of adult professional learning, the era of cost containment, and the need for educational methods and technology to address areas other than the dissemination of…

Partnerships between schools and universities consist of an agreement on mutually acceptable goals and objectives, as well as on means of achieving them. Three types of partnerships are identified: programs to pair schools and colleges, to integrate high school with college, and to provide professional development. (MLW)

Examines causes of the threatened closure of University of Michigan's School of Education (e.g., inadequate enrollment, professional isolation/insulation, imitative research, information gaps, and lack of recognition for innovation). Concludes that the School must maintain a balance of action-oriented research, teaching excellence, and service in…

The professional activities of retired academics from two universities in Great Britain were investigated and were compared with the findings of studies of retired academics from a major U.S. state university. A high degree of similarity was found between the two groups. (Author/MLW)

Outlines four steps to follow in doing a full superintendent evaluation: (1) set clear goals for the superintendent, (2) follow up on the goals, (3) get other administrators' views of the superintendent, and (4) present the findings to the superintendent. Includes examples of questions to ask. (MD)