In response to concern about the prevalence of anorexia and bulimia, several departments of the University of Iowa collaborated to design and implement an inservice training program for dance and physical educators, coaches and athletic trainers. The rationale, planning, program content, and implications of the eating disorders project are…

Most school systems fail to provide appropriate conditions for training employees. Individualizing staff development is an effective approach, although it requires a strong commitment by both teachers and school districts. Options of a program, the time involved, and cost are discussed. (MT)

Hints are presented for conducting an inservice teacher workshop on computers: (1) address major ideas (rather than intricate details) related to computers; (2) offer "hands-on" experience; (3) provide a reassuring atmosphere; and (4) gain insights by examining why teachers don't use computers. (CJB)

Strategies are presented for overcoming three common inservice problems regarding mainstreaming: perceived need for inservice by educators and policymakers versus limited funding available; perceived need for inservice for mainstreaming versus competing community priorities; and stated need for inservice versus natural obstacles presented by staff…

Teachers may choose from one of three options in completing an individualized project as part of inservice mainstreaming training: (1) product completion, (2) creation of instructional practices/procedures, and (3) planning and conducting an inservice session. Sample summaries of each type are included. (CL)

Case surveys of 99 federally funded regular education inservice special education training projects revealed, among other findings, that local and state agencies were strongest in collaboration, that projects used the full range of quality practices in their planning, and that projects become more field-based as collaboration increased. (CL)

The minicourse approach to inservice education is described and its effectiveness in teaching regular educators to cope with handicapped students is illustrated by increases in competency attainment and positive changes in attitudes. (CL)

Results indicate that growing perceptions of competence among teachers have an influence on their attitudinal changes in a positive direction as well as increasing their interest in improving gifted education, yet enthusiasm and interest in teaching gifted pupils might be inversely influenced by growing perceptions of competence. (Author/CL)

Ruth Wade replies to an article written by Georgea Sparks in the same issue of "Educational Leadership" (EA 518 309) as a response to Wade's meta-analysis of inservice teacher education also appearing in this issue (EA 518 308). A closer look at the major findings is needed. (DCS)

Special education teachers and administrators from each of 17 small rural school districts (N=34) were interviewed on staff development needs. A lack of staff development activities was identified as a critical problem in such districts in New Mexico. Training in instructional technology was the most frequently mentioned inservice need. (Author/CL)

Dimensions of teacher development that warrant special attention in the move to improve the quality of the experienced teacher work force are discussed. Common features of teacher development programs, characteristics of effective programs, and elements commonly omitted from programs are described. (DF)

The retraining of experienced and successful teachers is a means of solving teacher shortages in specific areas. Program design and results of Long Island University's mathematics retraining model are explained. Results of this program were positive, and graduates showed no discernible differences in subject knowledge when compared with…

Indicates that staff development is a fundamental part of adult basic education. Describes a staff development program used in New Mexico and makes recommendations for other programs. (JOW)

Four reasons why college mathematics educators should have close, ongoing relationships with schools and with day-by-day mathematics instruction are discussed. Steps to take to establish such relationships are also described. (MNS)

Describes a course of study to assist business education teachers with understanding the components of information processing; an awareness of related literature, equipment, and instructional materials; and the development of materials for classroom use. (JOW)