Teacher skill and knowledge-based pay plans in education could be related to major demarcation points in teacher career development. To illustrate the approach, career ladder programs in three U.S. districts and a pay system in Australia are described. Each plan includes career stages that qualify for pay increments. (SLD)

Describes a job-embedded staff development program that has provided training and ongoing support in implementing cooperative learning and other teaching strategies in one Iowa school district. Job embedded means that leaders teach others and view their role as staff developers as important. (SM)

Maintains that center directors can help teachers increase their professional competence by helping them examine their belief systems. Describes the use of an assessment tool designed to help teachers reflect on their role in the classroom and their attitudes and beliefs about children and parents. (SM)

Moral purpose keeps teachers close to children's needs; change agentry causes them to develop better strategies for accomplishing their moral goals. Core capacities for building greater change capacity are personal vision-building, inquiry, mastery, and collaboration. Education faculties must redesign their programs to focus directly on developing…

Reviews seven books published in 1991 and 1992. Books cover such topics as the process of affirming culture in early childhood settings; adaptive education strategies that build on diversity; stories of first-year teachers; and fairy tales and the culture of childhood. (MDM)

Provides background on the library movement in Jordan since the 1950s and describes the main categories of library education in Jordan: (1) short-training courses; (2) subprofessional education offered by two-year colleges; and (3) professional postgraduate education. The roles of the Jordan Library Association and other institutions are…

Describes an online independent study course, "Telecommunications and Information Access," offered by the University of Oregon and the International Society for Technology in Education for educators who want to learn about computer-mediated communication. Course evaluation results are discussed, and recommendations for educators are…

Highly prescriptive curriculum, testing, and teacher evaluation policies, such as those in New York State, actually impede teachers from teaching responsibly and effectively. These policies insist that teachers demonstrate a set of uniform behaviors unrelated to effective teaching for particular students. To work toward a new reform paradigm,…

Argues that Australian inservice education policies have unintentionally controlled and deskilled teachers. Focuses on Queensland, Australia, from 1973 to 1986. Claims teacher managerial skills are emphasized over curricular and instructional skills. Contends that teachers' professional development consequently suffers. Premises arguments on…

Identifies six principles to inform professional development of mathematics teachers in the United Kingdom for the 1990s: (1) Localization; (2) Personalization; (3) Collaborative Practice; (4) Training the Trainers; (5) Whole School Policies; and (6) National Planning. (MDH)

Six groups surveyed in Idaho (13 state department staff, 18 vocational teacher educators, 132 secondary principals, 42 deans, and 532 secondary and 204 postsecondary vocational teachers) perceived vocational teacher education (VTE) as having more responsibility for coordination and delivery than funding. Postsecondary respondents were the most…

An educational diagnostician who served as mentor to a first-year special education teacher describes her experiences, focusing on her overwhelming sense of responsibility, mentorship training, and critical incidents. The mentor's role in providing guidance without being evaluative is stressed, and development of the mentor/protege relationship…

D. M. Kagan's (1992) developmental learning-to-teach model reflects her emphasis on mastery of procedural routines and highlights only one sector of the teacher education community. Kagan's claim that research supports a developmental model misrepresents the full body of research on professional growth among preservice teachers. (RLC)

Explores mentoring and other career support given and received by Asian college faculty through a mail questionnaire answered by 307 white faculty members selected at random and 71 Asian, Asian American, or Pacific Islander faculty members. Asian minority faculty had not had as much mentoring as had white counterparts. (SLD)

Presents a study of ways in which teachers believe that their research promotes professional development and educational change. Identifies factors that promote and constrain change. Suggests that, for teacher research to effect change throughout a school, the school must value critical reflection on practice and the sharing of ideas. (SG)