National Library of Australia

Enjoy a CovidSafe visit to the National Library. Read more...

<< Previous record  /  Next record >>
Record 11 of 979
You must be logged in to Tag Records
Staff Development. Research Action Brief Number 10 [microform]
Bib ID 5386070
Format BookBook, MicroformMicroform, OnlineOnline
Author
ERIC Clearinghouse on Educational Management, Eugene, OR
 
Online Versions
Description Eugene, OR : ERIC Clearinghouse on Educational Management, 1980 
5 p. 
Summary

Although much research on staff development is unenlightening for school administrators, a few studies have useful findings. The four studies reviewed here suggest a number of guidelines for choosing staff development programs. The best programs appear to be those that do not utilize lectures but instead emphasize demonstrations and opportunities for teachers to practice new skills and receive feedback. Programs should be individualized to address the requirements of each participant and relate to on-the-job needs. Research indicates that programs are better if they are ongoing, school-based projects rather than short workshops or courses. Observations of other teachers who have mastered the innovation are helpful. Paying teachers to participate in staff development is not particularly useful. Principals ought to be knowledgeable about and supportive of the program but should not have full responsibility for planning programs. Teachers want, and should be given, ongoing participation in project decisions. Regular, relevant project meetings are important. Research results were ambiguous about whether local resource personnel or outside consultants make better trainers. (Author/JM)

Notes

Availability: ERIC Clearinghouse on Educational Management, University of Oregon, Eugene, OR 97403 (free).

Sponsoring Agency: National Inst. of Education (DHEW), Washington, DC.

Contract Number: 400-78-0007.

Educational level discussed: Elementary Secondary Education.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Administrator Responsibility.  |  Administrator Role.  |  Demonstrations (Educational)  |  Educational Research.  |  Elementary Secondary Education.  |  Faculty Development.  |  Individualized Instruction.  |  Inservice Teacher Education.  |  Literature Reviews.  |  Principals.  |  Teacher Attitudes.  |  Teacher Participation.  |  Teachers.
Form/genre ERIC Publications.
Other authors/contributors ERIC Clearinghouse on Educational Management
Available From ERIC 

Online

In the Library

Request this item to view in the Library's reading rooms using your library card. To learn more about how to request items watch this short online video Help Video.

Details Collect From
mc 2253 ED189679 Main Reading Room - Newspapers and Family History
This item may be online. Please search the ERIC website prior to requesting this microfiche item.

Order a copy

- Copyright or permission restrictions may apply. We will contact you if necessary.

Help Video To learn more about Copies Direct watch this short online video Help Video.
close Can I borrow items from the Library?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

close What can I get online?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

close Can I get copies of items from the Library?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

Aboriginal and Torres Strait Islander Flags
Aboriginal, Torres Strait Islander and other First Nations people are advised that this catalogue contains names, recordings and images of deceased people and other content that may be culturally sensitive. Please also be aware that you may see certain words or descriptions in this catalogue which reflect the author’s attitude or that of the period in which the item was created and may now be considered offensive.