IMPACT II is an intercity teacher-to-teacher system whereby teachers who have developed exemplary programs can receive grants and join a network that enables them to disseminate their programs to other interested teachers. (MLF)

A brief history of second-language teaching is presented, and a distinction is made between a methodological trend and a bandwagon. It is argued that bandwagons exercise subtle control over professional debates and practices. The possible functions of bandwagons in professional growth are examined. (Author/MSE)

Suggests eight steps for training teachers to use computers, including establishing a computer committee, structuring and budgeting for inservice courses, cooperating with other schools, and sending some teachers to the computer company's maintenance and repair school. Lists 25 computer skills teachers need and describes California and Minnesota…

The Merrimack Education Center in Chelmsford (Massachusetts) responded to needs for stress management training and morale boosting in its 22-district service area with a midwinter "Fitness for Educators" conference. Participants learned techniques for maintaining physical fitness, managing hyperactivity, developing holistic health…

The former director of the national Teacher Center Project outlines nine of the most widely recognized problems in the development of teacher centers across the U.S. He concludes that the centers have given teachers a sense of greater control over their inservice education. (Author/WD)

It is suggested that teacher educators are well-equipped to assume a leadership role in improvement of a college faculty. (JD)

Developmental theory is used to clarify the academic career process. Information from college professors at five vocational stages indicates that some attributes change very little, some evolve directly, and others follow indirect paths of development. Important implications for faculty and administrators are discussed. (Author/MLW)

A statewide faculty development project initiated in Oregon is described. Suggestions for planning faculty development programs--ranging from how to select faculty to how to discuss faculty concerns about experiential learning--are provided. A variety of new roles and tasks for faculty are suggested. (MLW)

Suggests ways of judging teacher performance based on the five basic steps in the teacher evaluation process: (1) gathering information and making judgments; (2) holding the evaluation conference; (3) identifying areas needing improvement; (4) providing assistance; and (5) guiding the teacher out of teaching if improvement cannot be made.…

Traces the magnitude of the turn away from the liberal arts in American community colleges and suggests ways that faculty members in literature and the humanities might accommodate themselves to this change. (HOD)

Discusses the effects of declining student enrollment, reduced budgets, and campus political tensions on two-year college faculty-development programs. Underscores the need for vigorous faculty development programs which have the support of the faculty and are based on teachers' individual strengths. (JM)

The author claims that open communication and extended dialog can be destructive, while bargaining and compromise can be more successful in resolving conflict. She discusses origins of the communication myth, situations where communication fails, alternatives to destructive dialogue, acknowledging incompatibility, the bargaining process, and…

Faculty evaluation must be seen by faculty as an improvement-and-reward system. The department chairpersons are seen as the key. Among imaginative rewards to consider: the Master Teacher and Distinguished Research posts; minigrants; internal sabbaticals; posttenure rewards. (Author/MLW)

Discusses college English faculty in terms of the increase in temporary and part-time appointments, limitations on mobility, teaching assignments, and sabbatical leaves. (HOD)

Describes the management appropriate to different kinds of new curricula within the English program and urges the department chair to assume intellectual, as well as managerial leadership of the department. (HOD)