The Integrative-Interactive Conceptual Model for Curriculum Development calls for curriculum reform and innovation to be cybernetic so that all aspects of curriculum planning get adequate attention. (CJ)

A staff development technical assistance service delivery model, developed by the California State University at Los Angeles Desegregation Training Institute, is described. This model was implemented in the Los Angeles City Unified School District to meet its desegregation challenge and to provide equitable educational services to all its…

Describes the American Production Center and a productivity improvement system in which people become part of the productivity solution when given responsibility, recognition, and reward for productivity improvement. (LRA)

Outlines eight principles and five priorities of social studies classroom teacher staff development. Principles include identifying teacher needs, matching teacher inservice preferences with program offerings, and devoting quality time throughout the year to skill development. Priorities include working with volunteer teachers, establishing a…

Because of recent educational innovations with regard to learning disabilities, more effective methods are being sought for informing the school staff about new developments. A model is presented for establishing and implementing a staff development program in reading. (JN)

Describes two programs used by the Ford Motor Company to train manufacturing skilled trades personnel. Programmable Controller Maintenance Training Program for Industrial Technicians and Troubleshooting Strategy Program use simulation and provide improved task performance after training. (JOW)

The advent of a nationwide service economy is having profound effects on the relationship between workers and the workplace. Trainers and chief executive officers alike need to plan for the inevitable. (Author)

Twelve ideas to produce technical training faster, make it longer lasting, and more cost effective are examined. They include performance improvement analysis, cause analysis, observing actual performance, concentrating more on the stimuli, considering alternatives to training, stating terminal behaviors for training programs, and using feedback…

Defines assertive, nonassertive, and aggressive behavior. Discusses assertiveness training as a technique for self-growth, staff development, and teacher effectiveness. (SK)

To attract capable people, organizations must have managers who support employee career development. The author describes a three-day course for managers on dealing with employee needs. (JOW)

Suggests methods for getting line managers involved in the administration of training. Suggestions include defining why line managers should get involved, encouraging their participation as instructors, making courses relevant to jobs, and providing reinforcement. (CT)

After defining team building, describes Patrick Henry Community College's (PHCC's) Team Development program, which, in three sessions, presents a rationale for team development, identifies the characteristics of effective teams, and develops team building skills. Reviews followup activities and the results of PHCC's efforts to gain support for…

Argues that school personnel should recognize and understand that the staff development process is a series of interrelated phases that should be followed and that these phases occur within the context of a particular social organization. (Author/IRT)

Describes an operational trial of computer-aided information processing methods conducted by a National Science Foundation program office in an effort to show that staff productivity increases with computer augmentation. (FM)

Contends that improvement in teaching must be a continuous process and suggests a cycle of review, identify, analyze, and revise to stimulate greater self-confidence and success in teachers. (Author/JM)