Describes a model of inservice education that is consistent with current view of language and learning, is capable of uncovering teachers' current beliefs about the nature of learning and the translation of those beliefs into practices, and has the potential for promoting and building alternative perspectives. (HOD)

Argues that teachers who are no longer learners must, by whatever means, be led to a point where they recognize that what they are doing in the classroom is not in the best interest of their students or themselves. (HOD)

Suggests that effective staff development involves a process that asks basic questions about the learner; about aims, goals, and objectives; about content; and about learning activities. (HOD)

Staff development programs that use models and simulated practice, as well as feedback and coaching, can motivate English teachers to implement methods that research indicates are effective in teaching the various aspects of English. (HOD)

Based on 10 years of doing inservice programs and other presentations in schools, the author offers several suggestions for giving an inservice presentation. (HOD)

Identifies five factors that contributed to the success of a two-week composition inservice teacher education program. (HOD)

Describes six ways an English supervisor or any other instructional leader can reach beyond the school system to learn about current practices in the field. (HOD)

Identifies critical factors in the acceptance and continuance of any inservice teacher education program. (HOD)

Offers a number of guidelines and workshop models for training teachers to use computers. (HOD)

Describes one inservice program in writing that produced a greater commitment to teaching on the part of the teachers involved. Discusses program elements that contributed to that commitment. (FL)

Offers tips that can help teacher supervisors grow and develop even when faced with financial restrictions. (FL)

Reports the findings of a survey of 141 teachers that investigated whether public school teachers of subjects involving reading, writing, and literature read contemporary materials in these fields. (HOD)

Summarizes some of the conclusions of certain chapters in the recently published "Handbook of Reading Research" in which research on instructional practice was synthesized and critiqued. (HOD)

Discusses the drawbacks of computer assisted instruction in the composition classroom. (FL)

Reviews the use of the ERIC index term "Reader Text Relationship" with a view to deriving a tentative definition of the term. (FL)