The author, Director of School Libraries, Delaware State Department of Public Instruction, surveyed practices in continuing education for school library personnel throughout the U.S. through April 1968. This report analyzes a number of apparently successful programs. (Editor/JB)

Discusses the functions of the writing laboratory at Innis College, Toronto, Canada. (SW)

Describes the Academic Leadership Development Program at Texas Tech University, which incorporates personal and organizational aspects of development into a series of training workshops for college administrators. (JJD)

The purpose of the study was to determine the effectiveness of workshops for nursing home nurses that promote cognitive gains and increased positive attitudes toward the elderly and the dying. (Available from University of Texas Press, Box 7819, Austin, TX 78712.) (JOW)

Reviews the ERIC documents that examine teachers experiencing the writing process and that describe the format of workshop and inservice programs that seek to involve teachers in writing. (JL)

Presents a format for designing and running workshops to train personnel employed in positions of high customer contact, focusing on the practice of patron contact skills, i.e., communication with problem patrons. Describes opening exercises, attitude exploration, integration skills and attitudes, stress management, and evaluation. (WAS)

Presents a student's description of the Close Up program in Washington, D.C. High school students and teachers participate in workshops and seminars with Senators, House members, and government administrators. Activities stress the importance of cooperation, conflict, and compromise in the political process. (AM)

The New Haven (Connecticut) public school system has been successful in involving parents in their children's reading instruction through several activities: (1) reading project exhibits; (2) Parents' Center, where parents meet to discuss educational concerns; (3) parent brochures; (4) parent tutors; (5) home-school book projects; and (6)…

Describes the implementation of and provides guidelines for duplicating a successful program replacing traditional inservice education approaches with a series of 12 lunchtime presentations over a school year. The program avoids teachers' end-of-the-day fatigue, permits long-term inservice planning, and provides a break from the routine. (PGD)

Discusses the benefits in extending writing center services to teachers both for inservice training and to help instructors see themselves as writers and teachers of writing. (AEA)

Presents a nine-step program for reviving a school's teaching of writing, including gaining faculty participation, compiling a bibliography, getting participants' descriptions of effective methods of teaching writing, and having participants present workshops built on doing, looking at, and learning from their teaching methods. Provides a…

Reports the findings from a survey conducted in 1981 to determine how deeply and in what ways participation in a teacher's workshop on futurism had influenced the college teachers involved. (RM)