Demonstrates how tutors within a problem-based curriculum can be evaluated and provided with adequate feedback about their performance to improve their behavior. Focuses on plans for action that could be undertaken with regard to aspects of a faculty development program. (LZ)

Describes efforts in The Netherlands to reform school curriculum, integrate information technology into the new curriculum, and implement new approaches to teacher support and inservice simultaneously, focusing on evaluation of and reactions to some of the innovative approaches to teacher support and inservice. (SM)

Discusses efforts by Agnes Scott College to develop a languages-across-the-curriculum program and other initiatives to link language study with other disciplines, and examines the strengths and weaknesses of the program after three years and plans for future expansion. (Contains eight references.) (MDM)

The University of Minnesota internal medicine residency program of ambulatory general medicine rotations in rural communities and urban managed care settings is described. Development and structure of rotations, objectives, teaching strategies, faculty development, evaluation system, and elements of successful implementation are discussed.…

The growing use of technology in teaching is causing faculty members to reevaluate their teaching methods and learn how to use new technology. Discussion includes some issues preventing faculty from adapting, suggestions for learning and using technology, and an example of a training workshop for using interactive television. (JKP)

One fiscally poor elementary school created a place for quality work by staff and maintained the standards for many years through various ongoing teacher development activities. An essential factor in developing the school culture was believing that teachers must be honored, supported, and trusted before they could honor the students. (SM)

Reports a study that examined eight Canadian elementary schools that were implementing cooperative learning, describing the context and design of the cooperative learning project, identifying nine common concerns of elementary teachers beginning to implement cooperative learning, offering suggestions to staff developers for supporting teachers,…

Describes how one university developed the role of foundations of education in the teacher education program. The National Endowment for the Humanities funded intensive faculty development and collaboration between education and liberal arts faculty. The seminars and curriculum development were catalysts for interdisciplinary curriculum…

The leadership development plan of Hood College (Maryland) is designed to increase opportunities for involvement in college decision making and improve communication within and between faculty, students, and staff. It focuses on meeting the individual development needs of each campus constituency and on the sharing of power. (MSE)

Describes challenges facing community college faculty as a result of increasing diversity, presence of part-time faculty and students, enrollment interruptions, and large classes. Argues that, to meet challenges, faculty must build community through programs emphasizing assessment, diversity, learning, and skills. Describes a discipline-based,…

This article identifies the social, political, and educational influences that have contributed to the popularity of formal teacher induction and mentor programs, noting advantages and disadvantages and offering support for an alternative approach to induction grounded in the conception of teaching as a moral, political, and intellectual…

A three-hour workshop that succeeds in overcoming medical faculty's reluctance to participate in educationally relevant situations is described. The program's strength is seen in increased faculty sensitivity to limitations of their teaching approach and awareness of the role of their concept of teaching. Workshop weaknesses are also discussed.…

To study the long-term impact of part-time inservice degrees, researchers interviewed Scottish graduates and headmasters and local education authority staff. Results indicated the degrees had a small influence on classroom performance and fundamental impact on a significant minority of teachers. Some schools created effective policies for using…

A collaborative induction program for first-year special and regular elementary teachers was sponsored by the University of Nevada-Reno and the Washoe County School District. Observations indicated that novice educators passed through five phases during their first year, ranging from initial order/time filling to eventual focus on students. (DB)

Schools must provide teachers with access to technology if they are to use it often and well. The article discusses integrated learning systems, noting teachers must be included in technology adoption and staff development processes. It recommends teachers have plenty of time to learn the systems at their own pace. (SM)