A two-week summer institute for non-art teachers sponsored by the Philadelphia Museum of Art is described. Participants learned about the visual arts in order to enhance the teaching of subjects other than art. Teachers had to develop a classroom project that would demonstrate what they had learned at the institute. (RM)

Results suggest that (1) behavior observation methodology with the contrast-American simulation technique can be employed to assess intercultural competence and (2) the Intercultural Communication Workshop approach did not significantly improve American participants' intercultural communication competence. Findings are discussed in terms of…

Describes an experimental, week-long interdisciplinary (i.e., nursing and anthropology) workshop on the relationship between health and culture conducted by Ohio University, Zanesville, in conjunction with the University of Toronto. Discusses program formulation, objectives, results, and suggestions for future workshops. (LAL)

Describes Greenfield Community College's Pioneer Valley Studies Summer Institute, which offers elementary and secondary school teachers in-depth exposure to the history, literature, science, art, and architecture of Pioneer Valley, Massachusetts. (DMM)

Inservice workshops were conducted to help elementary teachers (self-contained and subject specialists) understand energy issues. Information/background, sources of materials/activities, experiments/demonstrations, and evaluation are discussed. One important aspect of the project was the local utilities' involvement in the workshops. (DH)

Describes management experiences at University of California--Los Angeles (UCLA), University of Minnesota Biomedical Library, and California Institute of Technology. Discussions include development of ORION (UCLA's online technical processing and information system); organizational changes occurring as result of large-scale automation;…

Describes the Southwest Texas Program for Improving Basic Skills Instruction in the Secondary Schools. It promotes a thoughtful, inquiry-oriented dialog between a university and six participating schools that encourages teachers to become more effective decision-makers. (MD)

Provides instructor's guide and participant materials for a workshop introducing LOGO. It includes background information on LOGO, introduction to graphics and commands, its utilization to teach geometry, defining and editing procedures, subprocedures, differences between linear chaining and block style programing, and using LOGO to print and…

The school inservice coordinator for mainstreaming (SICM) is responsible for training regular class teachers and administrators to deal with handicapped students. SICMs are trained via workshop, courses, group meetings, and practica. Pre and post data for SICMs in two Maryland counties show growth in content knowledge and understanding. (CL)

Offers a number of guidelines and workshop models for training teachers to use computers. (HOD)

Describes a workshop forcing environmental science students to experience regulatory and legal process such as writing permits, testifying in court, and being deposed. Role playing and the pedagogical device of creative chaos are used in the workshop, which emphasizes organization of arguments, available data, group interaction, and working under…

Discusses summer workshops designed to help elementary teachers develop an earth science program for their schools. Includes descriptions of three lessons and related instructional strategies on rocks and minerals, topographic maps, and fossils. (BC)

Researchers investigated whether inservice teachers' attitudes toward writing would be more similar with linguists' attitudes after participating in workshops stressing a process approach to writing. The workshops did influence teachers' attitudes, so that they relied less on rules and more on language usage to dtermine the appropriateness of a…

Describes comprehensive "Program for More Effective Teaching" based on research into teacher behaviors conducive to learning. Emphasis is placed on assessing levels of difficulty, monitoring student progress, adjusting strategies, and practical application of learning principles. (TE)

Changes in empathy for and understanding of students was examined in a group of vocational education teachers of disadvantaged students following an intensive in-service workshop using a "group process" model. The purpose of the workshop was to develop greater understanding of disadvantaged students who had been "turned off" by the typical high…