Nine special education teachers participated in a language development minicourse emphasizing behavioral approaches. Results showed substantial increases in the teachers' use of skills in the week they were featured in the course. Further increases occurred for most skills when they were exposed to the full combination oF training methods. (CL)

Discusses a model of inservice teacher education based on active participation of the teachers involved and their commitment to it; it depends upon a voluntary partnership with college and research staff and with teaching colleagues. (JOW)

Organizational and individual characteristics of successful special education inservice providers are discussed based on the authors' experiences with a national inservice project in the United States. (Author)

Discusses teacher inservice training in Dutch higher education. The results of a study which evaluated the effectiveness of teacher inservice training programs are included. (AM)

Assesses an experimental and control group of 16 teachers and 412 heterogeneously-grouped students to determine the impact of a specific inservice teacher training program on student achievement. Shows positive results, with the experimental group gaining at a significant level over the control group following training. (Author/AH)

An effective inservice program in special education identifies objectives, selects qualified staff, uses effective content delivery, uses the appropriate level of intensity, and evaluates inservice effectiveness. An example of an intensive inservice program that documented student progress illustrates the benefits of implementing a well-planned…

In Anchorage, Alaska, resource teachers in the Classroom Music Program trained 450 elementary teachers to handle music in their own classrooms by means of packet-type lesson formats, a Music Jamboree cycle, and an assembly that reinforces previous teaching. (AM)

The article outlines a workshop on hearing impairment that can be presented by a speech-language pathologist to regular educators. The presentation is divided into 11 sections, covering topics which include hearing aids/amplification, classroom management, communication skills, and peer interaction. (Author/SW)

As a result of tutors expressing a need to help vocational students more effectively, a model workshop was designed to address questions of tutor roles as advisors and teachers of secondary school clients. Objectives, implementation, and evaluation of the workshop are discussed. (Author/GK)

Discusses microcomputer instruction as an addition to the accounting curriculum and various elements to consider: equipment configuration needed, instructor training, adapting the microcomputer to the classroom, and outcomes of microcomputer use. (CT)

The Teacher Center is a tangible product of teachers' demand for self-determination and their disenchantment with existing graduate and recertification programs. Like other innovations, the Teacher Center has its share of problems, which may be summarized as lack of experience, lack of coordination, and lack of funds. (Author/SJL)

Fritz Perls' Gestalt Workshops are explained and recommended for inservice training for teachers. Since Gestalt Workshops increase their participants' growth, awareness, and integration personally and environmentally, their benefit to classroom teachers would be direct and dramatic. (Author)

Describes program at University of Cincinnati designed to prepare graduate teaching assistants for roles as language teachers. Program includes intensive two-weekend methods course, series of seminars in teaching, and series of class visits by supervisors followed by individual conferences. (Author/BK)

Inservice training must be improved and expanded in the years ahead to meet the needs of those who work with young handicapped children. Recognizing and avoiding the problems of general inservice and viewing inservice as adult education with a content focus on the child provides a background for improving training. Journal availability: see EC 133…

The article describes a workshop exercise for introducing educators to the nature of educational programing for the gifted. (DB)