ERIC Number: ED312255
Record Type: RIE
Publication Date: 1988-Nov-21
An Emergent Paradigm for Staff Development.
Orlich, Donald C.
Evidence indicates that lack of an explicit planning paradigm may account for widely reported unsystematic staff development and ineffective inservice teacher education programs. No published paradigm-related study provides a comprehensive framework for staff development. This paper synthesizes and develops a set of classes and models into a pretheoretical system and offers a conceptual framework that may be applied by school personnel to improve their planning and conducting of staff development programs. Fifteen operationally defined inservice models are synthesized from published literature and a taxonomic key is provided to classify each model and establish a planning "decision tree." Dissemination and application of this paradigm could improve staff development efforts for teachers, administrators, and other members working in the education community. Over 50 references are included. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the National Council of States on Inservice Education (13th, New Orleans, LA, November 21, 1988).