ERIC Number: ED233382
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Inservice to Improve Speaking and Writing in Grades K-12. The Talking and Writing Series, K-12: Successful Classroom Practices.
Blaisdell, Betty Jefferson
Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet provides a framework for successful inservice education in communication skills. The first section addresses the question of why teachers need inservice in oral and written communication by pointing to the lack of extensive writing in the schools, the lack of instruction in writing in most English education curricula, and the growing demand for increased instruction in the communication skills. The second section looks at the skills, knowledge, and attitudes that should be covered in an inservice program. The third section explains how to develop effective inservice programs and provides suggestions for assessing teacher needs, making both long and short range plans, and dealing with teacher differences. The fourth section discusses the roles and responsibilities of principals, teachers, and inservice leaders, while the fifth reviews steps in planning and implementing an effective program. The section also includes a sample 5-year inservice training guide. The final section examines ways to determine the success of a program. (FL.)
Descriptors: Classroom Research, Communication Skills, Curriculum Development, Educational Innovation, Elementary Secondary Education, Futures (of Society), Inservice Teacher Education, Program Development, Program Effectiveness, Speech Instruction, Speech Skills, Teacher Improvement, Writing Improvement, Writing Instruction, Writing Skills
Publication Type: Information Analyses; Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Sponsor: Department of Education, Washington, DC. Basic Skills Improvement Program.
Authoring Institution: Dingle Associates, Inc., Washington, DC.
Identifiers: Theory Practice Relationship