Describes the initiation and progress of summer science and mathematics institutes for secondary and college teachers in India achieved by the cooperative efforts of United States and Indian personnel and agencies. Summaries of participant evaluations at the 1963 and 1964 institutes are presented. Bibliography. (LC)

The author bases his discussion on the assumption that educational institutions have a role to play in drug education and that educators stand in a key position to understand and cope with drug-use phenomena in the youth subculture. (Author)

The regulations stated pertain to the establishment of institutes for teacher preparation in the social sciences, the procedures for recruiting students in these institutes, and the organization structure of the institutes. (CB)

Describes an institute which trained supervising teachers in techniques of evaluating teaching. (RT)

Suggestions are given for organizing workshops to train school personnel to administer the Health Related Physical Fitness Test (HRPFT) of the American Alliance for Health, Physical Education, Recreation and Dance. A model for such workshops is described, and sources of further information and expertise about administering the test are noted. (PP)

The Department of Justice's Advocacy Institute is described. The program includes: two weeks of intensive civil or criminal trial advocacy work; a week of training in problems related to advocacy; a five-day appellate course; and a series of specialized trial seminars for experienced attorneys. (MLW)

Analyzes the transcript from a round table of elementary school teachers and school of education professors, to determine the teachers' needs with respect to inservice education and to study their evaluation of existing training programs. The round table participants had recently attended the Montpellier teachers' institutes. (MES)

Organizational arrangements that facilitate scholarship hamper service to society and vice versa. The traditional subdivision of American universities into disciplinary faculties, professional schools, and institutes is one response to this problem, but leaves the institutions ill-equipped to respond to greater responsiveness and accountability.…

This article describes a three-month orientation and mobility (O&M) program conducted for four potential teachers of individuals with blindness in Taipei (Taiwan). Challenges in residential areas, business areas, buildings, and use of mass transit are illustrated. Although the travel environments were more complex than those in the United…

Thirty library professionals with seven years' experience or less and six experienced mentors/librarians attended a week-long leadership institute. The group was led through a leadership curriculum that included the Myers-Briggs Type Indicator Test; a leadership simulation; and formulated a vision for Ohio libraries. (Author/AEF)

Draws on the experiences of the Sheffield Early Literacy Development project to explore ways in which teachers can be equipped to work with parents to promote early literacy development. Raises issues related to the training of teachers who work with parents. Advocates the use of a variety of training options and maintains that training is…

Shows that six minor modifications in the standard format for summer teacher institutes can modestly increase the mastery of geography content by participants. Discusses the six modifications and demonstrates their effects based on observations of two institutes, one that did employ the modifications and one that did not. (DSK)

A gerontological training program for allied health occupations was developed by two Japanese colleges. It emphasized health promotion/disease prevention, health maintenance, caregiving, and retirement preparation. Information from a U.S. program was used in developing the curriculum. (SK)