Describes the development of an in-service training course for social service workers in England. The course provides basic information about community work together with supervised practical experience, focusing on participative learning. (SK)

Discusses the processes, objectives, and hoped-for results of a series of film workshops. The following topics are addressed: (1) the production of short films by the group, (2) facilitation of a film club, and (3) film analysis. The contribution made by the workshops to personal development and intercultural relationships is discussed. (AMH)

The author concludes from his survey that inner-city classroom teachers find in-service programs to be irrelevant and useless if they are not based on the needs of the teachers and if teachers have little or no input in their development. (Editor)

Faculty development resources such as workshops, independent study opportunities, professional associations, networks and consortia, grants, and sabbatical leaves available to college faculty are discussed. What teachers should be taught and how to maintain good teaching are analyzed. (MSE)

Shows how one school district uses a series of four three-day workshops to give students a feeling for what it is like to be disabled and an awareness of the frustrations and barriers that confront mainstreamed students. (RL)

Teaching involves intense personal interaction with many students simultaneously and requires the complex intellectual tasks of diagnosis, interpretation, and decision making. Teachers need and deserve psychological and social support to keep their energies focused upon what is essential. (JN)

Teaching adult students requires not only academic or technical expertise but also a sensitivity to the various emotional states of adult learners. The article presents guidelines for in-service workshops for teachers of adults to help them achieve awareness, sensitivity, and empathy with adult students and with each other. (MF)

The role of regional associations in providing professional development for institutional researchers is examined. On-campus and exchange internships for students, workshops for newly appointed researchers, visitation programs, reports, topical research sessions, and grant proposals are suggested as possible regional activities. (Author/SF)

Described is a workshop for graduate students and faculty members that focused on improvement of teaching methods. Topics included were: common weaknesses of inexperienced lecturers, diagnosing teaching weaknesses, elements of a good lecture, creating an atmosphere of participation, Piaget's developmental psychology, behavioral objectives,…

Four programs for exceptional children (including physically disabled, minority, delinquent) are described in the column. Contact names and addresses for each program are provided. (Author/PHR)

The Individually Guided Education (IGE) Clinical Workshop centers around learning by doing and developing the skills necessary to individualize instructional programs for students. It enables teachers to improve communication skills, develop support systems, and receive positive feedback about the effectiveness of their actions. (Author/EB)

Discusses trends in training chemistry teachers. Outlines the traditional review of teacher training and describes a three-component model, linking theory, training, and practice with new developments such as the Science Teacher Education Project (STEP). (Author/HM)

Presents the role of RECSAM, the Regional Center for Education in Science and Mathematics of Southeast Asia, in the production of low-cost teaching/learning aids and in training key educators at the elementary level. (HM)

The Sex Equality in Guidance Opportunities (SEGO) Project is a national training program designed to disseminate new information and concepts concerning sex equality in education to counselors, teachers, and administrators through workshops and technical assistance products. The project and its resource materials are discussed in the article.…

This study describes effects of a workshop on attitudes about evaluation among practitioners and students in college personnel work. Influences of the workshop on subsequent behavior were also explored. Significant changes in certain beliefs and attitudes were found, but workshop influence on subsequent behavior was not strongly supported. (Author)