Examined the work of four facilitators involved in five different approaches to literacy reform ranging from externally adopted to internally developed interventions. Findings highlight the different roles of facilitation as viewed by the facilitators themselves in relation to these varied approaches to reform. Facilitators gave very different…

Examines effectiveness of substitute-teacher training in 40 Utah school districts. Finds that 40 percent of districts provide more than 3 hours of training and that principals in these districts rated substitutes' overall performance significantly higher than did principals in districts that provide no training (25 percent) or less than 3 hours…

The learning efforts of extension educators in Thailand were examined. Basically, they were active and devoted an average of 192 hours to 3 self-directed learning projects in 1 year. Results encourage the introduction of self-directed learning activity into the existing training system. (Author/JOW)

Responses from department chairs in 18 of 19 institutions in the University Council for Vocational Education indicated that 11 believe students should be prepared for employment in training and development (T&D) positions; many find it difficult to know where students are employed after graduation; and T&D programs are far more similar than…

The author describes a teacher training program developed collaboratively by John I. Leonard High School and Tandy/Radio Shack. The program, based on Tandy/Radio Shack's existing classes for teachers, allows teachers to learn about the school's new computers before the computers are used in instruction. (CH)

Guidelines are provided for developing educational programs for cooperating teachers, or other teachers who work with beginning teachers. The guidelines have eight essential components which can be categorized as procedural, substantive, or knowledge components. (IAH)

An attempt to define teacher mentorship begins with a personal account of experiences as both a protege and a mentor, leading to a discussion of mentoring as a "gift-exchange" process, with mentors helping others to develop different perspectives, and proteges passing this gift of reflection to others. (CB)

Highlights techniques and tools used to help instructors develop distance education skills that have proven to be successful. Suggests use of get-acquainted seminars and materials, in-depth workshops and materials, conference opportunities, peer roundtables, electronic resources, electronic listservs, incentive systems, and support teams. (JOW)

Reports on in-service program for enhancing educational consultant effectiveness. In first year of the study, performance of 18 treatment consultants was compared with 18 matched controls. In second year, program was revised and delivered to 35 consultants. First year treatment group modestly outperformed controls, but, in second year, treatment…

Audiographics enable rural teachers to participate in staff development. Distance education techniques help rural districts meet four challenges: (1) bringing in outside experts; (2) promoting ownership of training; (3) improving teacher performance; and (4) increasing staff collaboration. (SK)

Describes the progression of an exemplary teacher from inner-city elementary school teacher to teacher-consultant, to teacher at a Montessori magnet school, to administrator of the Montessori preschool program in her public school system, to principal of the magnet school where she formerly taught. (RS)

Offers an answer from Marie Clay and Barbara Watson concerning training for the Reading Recovery program. Provides a list of training sites available for interested readers. (MG)

Describes implementation of a staff development project on cooperative learning. Notes that an important by-product of this project was the informal communication that occurred among teachers as a result of their common experiences. (RS)

Discusses interactive television technologies that are under development and experimentation in India for in-service teacher education at the Indira Gandhi National Open University. Describes the VSAT (Very Small Aperture Terminal) system and ISDN (Integrated Services Digital Network) that are used for video technology in distance education.…

Presents a dozen descriptions of field-tested practices in cooperative teaching, which are based on a powerful instructional procedure incorporating four distinct stages of teaching and learning: initial instruction, guided practice, independent practice, and individual accountability. Suggests cooperative teaching provides educators and students…