The article describes the Kellogg funded Faculty Seminar on Future Directions in Continuing Education which provided 33 early career faculty members with an opportunity to focus on enriching their leadership roles within their academic departments and across the field of adult/continuing education, as well as on personal career development.…

Describes how the teachers in the Bitterroot Network--encompassing Idaho, eastern Washington, and eastern Oregon--have overcome difficulties in communication and cooperation across great distances and have used the Foxfire core practices to integrate fragmented teaching theories and methods into an effective "whole" teaching style. (SV)

Argues for the significance of "personal theories" in teaching. Profiles first year teaching of four teachers who had completed program of self-inquiry and reflection about their own developing conceptions of education. Describes their personal theories of teaching before employment and the nature and impact of their teaching…

Budget constraints and changing enrollment patterns have expanded the concept of faculty development to include retraining. In home economics, retraining faculty for high demand areas such as hotel/restaurant management and fashion merchandising can be an efficient use of resources and an effective way to meet demand. (SK)

Information is presented to help elementary principals manage and facilitate staff development, drawing upon research concerning effective schools, educational change, and leadership. Requisite knowledge and skills are proposed for principals, with recommendations provided for using staff development to effect school improvement. (SM)

Discusses the declining number of Blacks entering the field of educational research and the lack of support for those Black scholars in academe resulting in racial prejudice, discrimination, and lack of mentoring. Suggests ways that Black faculty could increase their numbers and enhance professional development. (FMW)

To identify staff development needs and test the Borich Needs Assessment Model, 68 faculty in Nevada were surveyed (90 percent response). Use of the model made rankings of individual topics substantively different from results obtained by traditional methods. (JOW)

Argues that the division of college staff into full-time and adjunct faculty leads to differentiated teaching services. Reviews statistics on adjunct faculty employment. Recommends that adjunct faculty be required to hold office hours and suggests hiring and promotion policies to improve the performance of adjunct teachers and enhance student…

A review of five obstacles to teacher change (poorly planned staff development, reluctance to change, teacher isolation, failure to address adult learner needs, and rigid expectations) offers suggestions for combatting them and describes one school district's program which overcame these obstacles. (Author/CB)

While those involved in staff development often seek new or further information or research on effective successful staff development, they often overlook or do not know how to use the voluminous amount of literature that already exists regarding conditions, processes, adaptations, motivation, and strategies for effective educational change. (CB)

Responses from 69 of 92 secondary marketing teachers in Illinois illuminated their concerns about human relations, classroom management and routines, working conditions, personal matters, and professional growth. In small, medium, and large schools, teachers are most concerned with professional growth and working conditions, want opportunities for…

Describes three interrelated models for faculty development: (1) the School Improvement approach, in which school staff identify institutional goals and their own needs; (2) the Readiness, Planning, Training, Implementation, Maintenance (RPTIM) model; and (3) a model of effective inservice activities in RPTIM training and implementation phases.…

Exploration of the ways in which early childhood education administrators and teachers perceived organizational practices indicated that there were significant differences between administrators' and teachers' perceptions, with the administrators consistently more favorably rating the organizational climate. (Author/CB)

While reality does not always support the expectation, every college of pharmacy has expectations of scholarship that are, theoretically, understood by the faculty and administration. Scholarly research and discovery is central to pharmacy and deserves increased attention. (MSE)

An Australian faculty development program brought experienced and less experienced university research faculty together for research mentoring. A case study, written by all participants, views the program as a process of reflective inquiry with four stages: initiation, cultivation, separation, and redefinition. (Author/MSE)