The college teacher can develop his or her own teaching and communication skills by becoming familiar with the literature on recommended teaching communication behaviors, making use of the internal and external resources, and practicing. (MSE)

While recent reports on the improvement of college curricula and instructional quality have inspired higher education leaders, Wingspread conference participants see obstacles to reform in conflicts over accountability, campus-government relationships, and even the existence of a crisis in academe. (MSE)

Success of a dental educational program in comprehensive care is dependent on philosophy, curriculum, resources, and, most important, faculty. Some of the characteristics in the ideal faculty person for a comprehensive care program are identified. (MLW)

Collaboration among five public school systems, the Digital Equipment Corporation, and the University of Massachusetts at Amherst has created the Math/English/Science/Technology Education Project. The program recruits and prepares prospective teachers under the guidance of experienced, practicing teachers, and provides the new teachers with…

The history of university faculty in Spain and the changes brought about by the University Reform Act of 1983 are discussed, including the faculty status as civil servants, faculty hiring, provisions for research opportunities, age distribution, women faculty, and faculty development opportunities. (MSE)

The successful Career Redirection Program of Regis College is described and placed in the context of a multiple-option faculty development program, with its accompanying theoretical rationale. (Author/MLW)

The continued nonevaluation of teaching contributes to the dominance of research in the evaluation of faculty members. For both promotion and salary increases, the number of articles published is basically the definition of research. The idea that research is more important than teaching is discussed. (MLW)

Argues that a community college commission as part of the MLA is needed to respond to three primary concerns: (1) unrealistically heavy teaching loads; (2) declining, moribund, or extinct literature programs; and (3) professional collegiality between two- and four-year faculty members. (EL)

Describes a study designed to gather data on those continuing education activities which 215 full-time library school educators utilize to maintain contact with the practice of the profession. Activities identified are ranked in order of perceived effectiveness, use, and preference, and 11 sources are cited. (EJS)

The authors present a paradigm describing how teachers and students experience the process of curricular change. Their analysis suggests that teachers may move through a sequence of stages and try a variety of strategies in order to represent women and minorities, and thus a fuller range of human experience, in their courses. (CT)

A research approach describing the career biographies of individual teachers as a means for exploring the idea of professional development and the personal and contextual conditions affecting it is discussed. Implications for inservice teacher education policies and strategies are drawn, and teacher development models are advocated. (MSE)

"During the past 20 years, the skills required to succeed in the economy have changed radically, but the skills taught in most schools have changed very little. As a result of the growing mismatch between the skills of most graduates and the skills required by high-wage employers, a U.S. high school diploma is no longer a ticket to the U.S.…

"R&D Alert" covers issues affecting schools in the Western Regional Educational Laboratory's four-state region--Arizona, California, Nevada, and Utah--and throughout the United States. This issue of "R&D Alert" shares what WestEd is learning from a sample of their latest work, focusing on three points in the process:…

Nine years after the National Science Education Standards' release, just how well do science teachers in grades 5 to 8 actually use them to plan content, define improved teaching, and assess real learning? Find out the answers to these key questions in this groundbreaking collection of 15 essays by teachers, researchers, and professors whose…

In this paper, I explore two beliefs about learning and teaching that I argue are prevalent among educators. The first is the belief that subject matter expertise is sufficient for success in teaching. The second belief is that to learn a specific content area, one needs to begin with an understanding of the formal structure and abstract…