Inspired by study of British teacher centres, an active learning center was developed based on the belief that emphasis on needs of individual teachers and voluntary teacher involvement in designing programs would lead to progress and classroom changes by providing practical group studies in a nonevaluative supportive atmosphere. (JD)

This teacher-run center provides opportunity for teachers to share ideas and improve skills as well as serving as an information center including an extensive education library, summer workshops, an arts and crafts area, innovative displays of classroom materials, and advisory services to teachers and the community. (JD)

The Center for Open Education sends consultants to schools to work on-site with teachers; all personnel of the school are involved in planning inservice programs based on school needs; and through affiliation with the University of Connecticut, credit courses are available to participating teachers. (JD)

A small center stressing voluntary participation makes information available to teachers for improving sources and ideas for creation of their own curriculum materials, while programmed workshops supplement the work of the center by exploring single topics in depth. (JD)

Teacher requirements for media centers will change from checking out materials to be used in the classroom to development of personalized curriculum materials; future centers will provide resources and facilities to meet these individual teacher needs. (JD)

An evaluative study of teacher centers suggests that they make an impact upon classroom performance of teachers, improving their confidence and their relationship with pupils. (JD)

Practicing lawyers are teaching teachers and their pupils to understand and appreciate the law, with the aim of developing responsible citizens who will use the law as a positive, constructive force in their lives. (JD)

The moral and ethical training of children, previously the sole responsibility of the home, is being transferred to the school, giving rise to the problem that because of increased emphasis on student rights, the school does not have the authority to enforce positive social values. (JD)

Individual autonomy and responsibility to society through declared goals of education can be realized only when teachers provide a learning environment in which pupils are encouraged to make autonomous judgments in an environment of cooperative relationships. (JD)

There is a trend toward more interstate uniformity of statutes with respect to curriculum; however, there are only three topics that more than half of the states have in common in legislated curriculum: alcohol and narcotics, the U.S. Constitution, and physical education. (JD)

Decreasing teacher turnover, public criticism of the school, and other factors are leading to new efforts in the area of staff development--many occurring at the local building level. (Author)

Excerpts from a few of the many papers submitted for inclusion in this issue. (Author/MLF)

In Florida, a legislatively mandated funding program supports statewide staff development efforts, which are primarily school-based. (Author)

An observer of Japanese teacher centers reports on their purpose, scope, and activities--using British and American centers as a frame of reference. (Author)

A new typology suggests staff development guidelines for helping educators work more effectively with ethnically and racially diverse groups of students. (Author)