Abstract: There continues to be a great deal of debate about the role that field experiences play in teacher development and about the relative contribution of various individual and institutional factors to the socialization process. Field experiences in teacher education entail a complex set of interactions among program features, settings, and people (the ecology of field experiences); research which seeks to understand the role of these experiences in teacher development must reflectin its conceptualization and methodology, the dynamic and multidimensional nature of the event being studied. If one accepts this ecological viewpoint, then it becomes necessary to understand the influence of various interacting factors to understand the influence of any given factor. An understanding of three specific elements of this ecology is a necessary ingredient in studies 'of field experiences: (1) structure and content of field experience programs; (2) the characteristicsof placement sites; (3) characteristics, dispositions, and abilities of individual students and their "significant others." The conceptualization of "development" in these studies needs to be broadened to include the documentation of actual actions and interactions and the investigation of unanticipated outcomes.

Abstract: In 1978 we published an article entitled “The Social Realities of Teaching” in a special issue of the Teachers College Record devoted to staff development.’ In that article, we tried to establish a basis for viewing staff-development activities. We developed a perspective that focused on the lived experiences of teachers in schools as the basis for establishing programs and strategies for school improvement and staff development. In that earlier work, we began with a set of understandings about the nature and dailiness of teaching. Included as understandings were the following:

Abstract: Definitive formulas-seen in craft and science terms-for achieving school improvement have often proved elusive. Elusive because the normative nature of the term makes it slippery; one persons’s version of improvement is another’s version of wastefulness, or even of worsening. Elusive also because researchers have ridden off in all directions, armed with different conceptual and methodological trappings, and have returned with formulas that often appeared incompatible or incommensurate. Elusive, finally, because of implementation problems: even though we may know what successful school-based innovation looks like, delivering it is another question. Too many of the key variables seem unmanipulable, and too many success stories look more providential than intentional. It is dangerously easy for school people and researchers to conclude that the quest is hopeless, and turn to other matters. The risk, of course, is that of abandoning “school improvement” to the opportunists and zealots, making it into little more than an ideological banner, thus paving the way for rhetoric-laden “programs” with little real benefit for schools. Yet we believe the quest is not at all hopeless, on two counts. First, it is increasingly clear that we know a good deal more about implementing changes that improve school-based practice than we let on. If one compares recent studies, whether they define improvement as increased achievement scores, as classroom mastery, as use of new instructional modules, or as improved academic self-concept, the findings across studies’ are far from inconsistent. The same macro-variables crop up, from “adaptation” to “assistance” to “involvement,” “ problem solving” and “institutionalization.” Often, the configurations of these variables are constant across studies and settings, and one begins to get a glimpse of which families of predictors will influence which families of mediators and of outcomes, in which families of settings. In short, we are getting a progressively better fix on school-improvement processes and outcomes, though it is a far more differentiated and

Abstract: The paper presents an ideographic research approach that is being developed to describe the career biographies of individual teachers. These ‘portrayals’ were seen as a means for exploring the noti...

Abstract: Clinically based direct interventions with individual colleagues were used to demonstrate ways of surmounting four traditional constraints in faculty development research: First, the usual problem of engaging the least needy faculty was countered by enlisting colleagues who evidenced distress, in classroom and writing performances, as research subjects. Second, faculty who would have refused feedback based on student ratings were trained to be reliable self-evaluators on seven specific teaching skills. Third, participants demonstrated an ability to improve their teaching skills while making measureable progress as regimented and productive writers. Fourth, a crossover design of involvement in teaching and writing programs, combined with subjects' self-ratings of related scholarly activities, suggests that teaching and scholarly productivity can be mutually facilitative.

Abstract: A conceptual framework of career development based on professional rank was examined for its usefulness in describing three qualitatively different stages of career development of faculty Sixty faculty at a large university were interviewed to obtain information about their aspirations, motivation, satisfaction and external expectations Faculty interviewed generally progressed through a series of stages but the diversity of their professional life style increased with each rank Implications of using rank to interpret faculty career paths were discussed

Abstract: The highly successful Career Redirection Program of Regis College is described and placed in the context of a multiple-option faculty development program, with its accompanying theoretical rationale.

Abstract: It is widely believed that research findings are not used as guides to school and classroom practice, Many reasons have been advanced for this condition, such as the reluctance of researchers to communicate their findings to constituent groups other than their research colleagues, the rigidity of school persons in terms of reconceptualizing the role of teacher or the organization of schools, the “closed-system” nature of many school settings, the lack of rewards for changing behavior, and the apparent lack of logical connections between craft and research findings.’ In short, it appears that the link between the research findings and the potential users of those findings has not developed to any sufficient degree. The study reported here was an attempt to develop such a link. The following pages contain a description of an effort to alter staff-developer, teacher, and pupil behaviors.*

Abstract: Becoming a teacher involves a complex compendium of skills, attitudes and knowledge for which a theory of role transition from student to teacher provides a framework. The paper delineates both the particular stages in this process and specific interventions teacher‐educators can use to foster movement through the stages.

Abstract: Teacher growth is an on-going, develop mental process, beginning early in teacher training programs and continu ing throughout a teacher's career. Ac cording to the authors, there are four phases t...

Abstract: The stereotypes of agism can cause colleges and universities to minimize the development needs of established faculty members.

Abstract: Effective teaching is a most complex form of human behavior. In this context, developmental theory and practice from a variety of perspectives have powerful implications for teacher education. Research by Harvey, Hunt, Joyce, and colleagues and that more recently reported by McNergney and Carrier, Sprinthall and Thies-Sprinthall, and others provides a key empirical and theoretical bridge connecting developmental concepts to classroom teaching.1 They documented through natural-setting research that teachers at higher stages of development function at more complex levels; are more flexible, stress tolerant, and adaptive; assume multiple perspectives; utilize a wider variety of coping behaviors; and employ a broader repertoire of teaching models. These findings may be linked to similar emerging trends in cognitivedevelopmental research. Kohlberg and Rest’s research studies, for example, show strong relationships between moral/ethical development and the following teaching behaviors: role-taking, empathy, principled thinking, and the ability to withstand stress.2 Loevinger’s work also strongly supports the idea that interpersonal functioning (ego development) can be represented by a series of stages, and that more advanced stages are characterized by increased flexibility, differentiation, tolerance for conflict/ambiguity, and conceptual complexity.3 Research on effective teaching and effective schools emphasizes the need for involving teachers in investigating the application of research to practice. In addition, recent national reports emphasize the need for site-specific and district-level collaboration between practitioners and researchers.4 The effective school reports do not, however, describe a process for such collaboration in school-based problem solving. Collaborative action research is one strategy that provides opportunities for

Abstract: Champion presents findings with regard to how faculty members learn about re search, how they use research in courses, and how they characterize the research that is useful in teaching pros pective teachers. Interviews were con ducted with 30 faculty members from six institutions, all of whom had respon sibility for undergraduate professional education courses. The findings suggest that faculty members are suspicious of the usefulness and applicability of re search. They want preservice teachers to be consumers of research results, but they also want them to think critically about all new data they receive. Implica tions for further study and for practice are discussed.

Abstract: The evaluation of teaching and the assessment of teachers are similar activities with very different aims. Both are feasible, once we abandon the idea that they have to be based on explicit criteria of good teaching. This point is argued both on the basis of experience with established practice in higher education and through a comparison with similar practices in other professions. The latter leads to the construction of a model which uses students, peers, self and superiors in a way that allows an active role to the person assessed. Finally, attention is drawn to the need for an educational development unit to provide training, help and counselling as an adjunct to assessment.

Abstract: Adult development research and theory illuminate significant issues, concerns, and motivations of senior faculty members and provide insight into sound administrative practices and a positive institutional environment.

Abstract: The current study evaluated long-term effects of a training model in human sexuality on public school teachers knowledge and attitudes. The data indicated that although significant changes were found from the pretest to posttest assessment of knowledge and attitudes on two standardized measures attitudinal changes for teachers could not be maintained over time. In addition knowledge decreased with most drastic changes occurring in the educator who while trained did not teach the material in a classroom setting. The results of this model staff development program suggest factors that may alter sex education training effects for professionals who work in public school settings. (authors)

Abstract: This article applies the economic model of utility maximization to two important controversies in the area of faculty performance evaluation: the relationship between teaching effectiveness and res...

Abstract: Six major areas of part-time college faculty employment practices are discussed that illustrate how current practice can b. detrimental to part-time faculty performance. Attention is directed to appointment, support services, communication with peers, participation in governance, compensation, and job security. The following areas that require improvement are addressed: development of a,qualified pool of applicants for part-time positions; develOpment of a contract for part -timers; emphasis on the integration of partand full-time faculty; including part-timers in faculty governance and departmental decisions; provision of an equitable compensation structure for part-time faculty based on qualifications, assignment, and performance, with provision for cost-of-living increases; provision of appropriate degrees of job security for different types of part-time faculty, with consideration to renewal, retrenchment, and dismissal; special programs to help part-time faculty become and remain effective, including access to faculty development programs; and development of an evaluation system aimed at improving teaching effectiveness. It is suggested that departmental autonomy should be replaced by central responsibility for part-time faculty to insure fair and humane treatment. (SW) *********************************************************************** Reproductions supplied by EDRS are the best that can be made fror the original document. *********************************************************************** Yfik4IG PART-TIME FACULTY: Thoughtful Approaches to Continuing Problems ads. ,. "PERMISSION TO.RIPROOUCE THIS by Judith M. Gappa U.11. DIPARTOOWIFT OF SOUCA11001 NATIONAL FIrsrtnurt Of EOUCATOOFI MATERIAL HAS SEEN GRANTED SY EDUCATIONAL RESOURCES INFORMATION