Research on adult learning suggests that direct and concrete experiences where the learner applies what is being learned are an essential ingredient for in-service education. Abstract, word-oriented talk sessions are not adequate to change behaviors. (Author/MLF)

An analysis of more than 200 studies that investigated the effectiveness of various kinds of teacher training methods. (Author/MLF)

Describes a technical assistance approach that offers a systematic framework for planning, conducting, and evaluating in-service training. (Author/MLF)

Research conducted with a sample of 86 classroom teachers concerning the teaching of reading suggests that the needs they report must be analyzed by objective means to determine the underlying conditions that result in expression of the symptoms. (Author/MLF)

Action research, with its emphasis on applied scientific inquiry, helps teachers develop the skills to analyze what is happening in their classrooms. (Author)

Videotaping has become an accepted procedure for assessing teacher performance and providing feedback for self-analysis. Split-screen videotaping takes the process one step further. (Author)

There is evidence that staff development results in improved supervisor-teacher and teacher-student relations. (Author)

In clinical supervision, the teacher is helped to identify and concentrate on a limited number of specific skills, the supervisor focuses on a manageable task for data collection, and together they evaluate results. (Author)

Generalizations are made about the different purposes and outcomes of supervisory conferences. Examples are provided. (Author/MLF)

Goal setting is an essential part of an effective supervisory model. Suggestions are offered that have been effective in improving goal-setting activities in a variety of school settings. (Author/MLF)

The definition and theory of clinical supervision are discussed. (Author/MLF)

To improve instruction, a cadre of assisting professionals, trained in clinical supervision techniques and philosophy, must be developed in each school system to work with teachers as colleagues in a nonevaluative, supportive role. (Author/MLF)

Federal money supports many agencies intended to provide information to educators, but because the services are not coordinated, few people use them. A brief summary is provided of some of the educational information resources, along with the titles of some handbooks. (Author/MLF)

Critically examines the mainstreaming movement in the United States and the assumptions behind the movement and compares it to the situation in Scandinavia. Broader social issues are discussed. (Author/MLF)

Two classes of first graders--one of handicapped children, the other of normal children--developed their own ways of learning about each other. (Author)