John Ryor of the National Education Association, Albert Shanker of the American Federation of Teachers, and J. T. Sandefur of the American Association of Colleges for Teacher Education each presents his group's position on in-service education, its goals, and how to achieve them. (JMF)

The major issues in in-service education concern the development of programs based on multilevel, cross-validated assessments of needs. (JMF)

Several in-service models are presented including a provision of services model, job maintenance model, personal development model, and three problem-solving models. (JMF)

Proposes that journalism education in general has been drifting in a strong research current for some years and is at present uncertain how to treat growing opposition by professional journalists to such a research emphasis. (RL)

The temporary swapping of roles between teacher educators and in-service teachers leads to an increase of professional understanding and to improved teacher preparation programs. (LH)

Observations and interviews of 42 secondary teachers, counselors, and administrators identified curriculum practices and context of inclusion of special needs students in regular classrooms. Crucial elements were sufficient time for change, administrative leadership, and teacher patience and persistence. (SK)

Describes how one participant in a summer course for teachers on literacy assessment shared what she had learned with teachers in her district by conducting a workshop, and later by forming a study group. Describes how the study group experience helped teachers to teach students how to evaluate their own growth as learners. (SR)

Discusses two separate attempts (a summer institute plus follow-up sessions, and a semester course) to help practicing teachers learn how to ask questions that promote student thinking. Finds that it takes time, practice, reflection, and support for teachers to learn how to ask good questions that facilitate learning--and that it is worth all of…

States that the character of teachers is rarely discussed in their professional preparation and the human qualities of their work rarely explored. Finds that the components of self that each teacher brings to the classroom for good teaching to occur must be understood and cultivated by anyone who leads a class. (PA)

Highlights the importance of new electronic technologies for the humanities and provides the basis for departmental and institutional support of modern language faculty who use such technologies and integrate them into their work. Provides guidelines for reappointment, tenure, and promotion reviews. (TB)

Family medicine faculty participated in focus groups to gather their perceptions about faculty development. They emphasized that faculty development methods must be proven effective, woven into the fabric of clinical practice, and deal with increasing time and financial pressures. Much discussion was related to the need for national and regional…

Describes a program at the Royal Melbourne Institute of Technology in Australia to draw on the skills and enthusiasm of early technology adopters by appointing them as Learning Technology Mentors to work with colleagues in their departments. (EV)

Reviews the literature on mentoring, deconstructing its mythical representations and its celebratory bias. The paper applies, from a feminist perspective, the dialectical materialist method to the interrelationships between essence and appearance in mentoring. It identifies four distinct historical states in mentoring's development, which reveal…

Describes a study of new lecturers' experience of formal and informal induction processes into a university, based on experiences at Brunel University (United Kingdom). Discusses information about known routines and habits versus peer relations and collegiality, and suggests that programs take into account variations in lecturers' approach to…

Discusses the use of post-tenure review to help preserve the tenure system at colleges and universities, focusing on the use of such reviews to encourage faculty development and productivity, ensure faculty control over the review system, and help marginal faculty improve their performance. (MDM)