Two recent court decisions provide different answers to the question of whether university faculty members have the right to confidentiality when voting on a colleague's promotion or tenure. The controversy over these decisions should lead colleges and universities to consider carefully the appropriateness of secrecy in promotion and tenure…

Under the leadership of the superintendent, employees of the Lake Washington School District in Kirkland (Washington) have cooperated in the design of a staff development program. Eight programs are offered to serve the needs of all employees, including teachers, administrators, classified staff, and even school board members and parents.…

Elementary school teachers feel inadequately prepared to teach science and spend little class time on science instruction. Until undergraduate science preparation improves, inservice training must take up the slack. An inservice program developed by the Science Education Center at the University of Texas' College of Education shows positive…

Recent surveys of teachers and principals regarding their perceptions of professional development needs and preferred modes of delivery for inservice teacher education revealed similarities and discrepancies between the two groups. The findings indicated that joint development of inservice programs would be beneficial. (Author/WD)

A survey of 102 teachers in grades K-12 concerning what they find valuable in inservice programs revealed that teachers felt they benefitted most from self-chosen, informal, participatory activities. The findings indicate that effective inservice programs should involve teachers in all stages and should foster collegial sharing of ideas.…

Two surveys (15 months apart) of K-12 teachers in one Missouri district used the Teacher Skill/Interest Questionnaire to determine which topics teachers preferred to have covered in inservice training. General inservice training priorities remained constant over the 15-month period, but individual teachers' perceived needs showed considerable…

Describes the design and compilation of a directory of inservice programs on curriculum to schools in 13 districts in northeastern Indiana. (Author/WD)

Reports the results of a survey of faculty members to determine the differences between faculty perceptions of how decisions about advancement are made and their preferences for ways of making such decisions. Findings indicate that significant differences exist between older and younger faculty and across broad disciplinary boundaries. (Author/WD)

Argues that it is both possible and desirable to teach history to children in the elementary grades and that it would be educationally beneficial to substitute a history curriculum for the present elementary social studies curriculum. Contends that those who infer curricula from psychologists' findings are confusing concept and content. (Author/WD)

History (as historical information) and other social sciences, such as economics, anthropology, and sociology, can be mutually supportive and are all necessary to fully understand an event. Suggestions are offered for an integrative, sequential approach to the study of history. (WD)

Censorship pressure has increased dramatically since 1980. Challenges to complaints about books in public libraries have resulted in widely divergent court decisions. The Supreme Court's agreement to review "Pico v. Island Trees Union Free School District" could have a profound impact on the governance of public schools. (Author/WD)

Explores complexities of book controversies in Canadian schools. Canada lacks clear guidelines for addressing issues of schools and religion and an authoritative codification of fundamental human rights; thus Canadians fighting censorship must do so ad hoc. (WD)

Examines the difficulties that plague the middle school movement and why there has been little substantive reform in changing from junior high schools to middle schools. (Author/WD)

Discusses the problems faced by beginning teachers and suggests ways of making entry into the teaching profession less traumatic and more successful. (Author/WD)

Indicts educational journals and teacher education programs for serving up esoteric gobbledygook and failing to provide practical experiences for prospective teachers. (Author/WD)