Selected research studies which have potential utility for and impact upon the conduct of staff development programs in school settings are reviewed in this paper. The context, assessment, content, and process of staff development programs are defined, and 27 validated studies are introduced and discussed. Trends in findings are noted, and gaps in research areas are identified. Eight elements of a suggested research-derived staff development program, which features participatory decision making, peer support, and responsive program planning, are outlined. An annotated bibliography of the 27 studies is appended. (FG)