Integration is suggested to handle faculty specialization and fragmentation in higher education. First, however, the roots and processes of specialization and fragmentation must be analyzed beginning with relationships among professionalization, problem setting, and paradigmatic communities. An analytical frame of reference emphasizes…

Describes a conceptual framework that integrates teacher cognitive, critical, and personal characteristics; the framework serves to guide the development of reflective decision making, showing teacher educators how to form effective teachers. The model's collegial environment encourages efficacy, flexibility, consciousness, and social…

Argues that language learning is a very useful metaphor for exploring new dimensions of teacher development. The notion is that, when the processes of language acquisition and the context in which it occurs are examined closely, important lessons can be learned for creating a more effective culture for the professional growth of teachers. (GLR)

The Specialist-on-Site (S.O.S.) program was developed to train a teacher from each of a school district's campuses to design, deliver, and evaluate site-based staff development activities. Feedback from participants revealed the power of collaborative interaction. Teachers within schools viewed each other as resources for professional enrichment.…

Staff developers can foster teacher growth using varied approaches to teacher reflection, and developers must consider level of pedagogical functioning and psychological orientation when designing approaches to reflection for enhancing professional growth. The article suggests that providing appropriate reflective experiences at one stage helps…

By combining modest stipends, contracts, well-structured training, instructional videotapes, individual consultations, written reports, and public recognition for faculty participants, the College of Marin (California) program in faculty classroom research has thrived. Although improved academic achievement has not been substantiated, several…

Reports on a survey of 213 Council of Universities and Colleges members regarding their services to 2-year colleges, reasons for engaging in these activities, benefits derived by the 2- and 4-year institutions, and the importance of the programs to the 4-year institutions. (DMM)

A study examined work and family variables that differentiate college faculty (n=97) in English and engineering who are more and less current with regard to their discipline's knowledge base. Factors examined include amount and flexibility of work- and family-related responsibilities, work standards, and time spent on research and professional…

A survey of 725 rural and small school teachers and principals in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas examined the nature and content of staff development activities, and educator definitions, preferences, and satisfaction related to staff development. (SV)

Discusses ways a middle school reading specialist worked with fellow faculty members to promote reading strategies for independent reading in all content areas. (SR)

Describes three teacher support groups, activities of which provide teachers with support in defining, implementing, and preserving programs that use whole-language methods, and are meaning centered and student focused. Also provides suggestions on starting a teacher support group. (BB)

The University of Oklahoma's Department of Family Medicine has an Individualized Faculty Development System that features self-assessment, discrepancy analysis, learning contracts, and quarterly progress reviews. An essential feature is mentoring by senior faculty. (SK)

Evaluation of a faculty development in gerontology program used structured interviews, self-reports, and questionnaires to obtain reliable evidence. Methodological problems encountered were identifying institutional and individual effects, selecting measurement methods, and designing outcomes evaluation instruments. (SK)

Addresses teacher needs during peer coaching trials, reviews peer coaching program features, and proposes a model to guide future planning, evaluation and research. The coaching program's critical components include classroom assessments, coaching team cluster meetings, and administrative support. Interrelations among components are discussed. (SM)

Describes Project SYNERGY, a multi-year, multi-institutional collaborative project designed to address the problems of underprepared college students. Analyzes three major components of the project: faculty development, technology products, and outcomes evaluation. Contains two figures. (JDI)