This article presents a model that describes the process of teacher change, particularly through staff development programs. The model suggests a temporal sequence of events that is hypothesized to typify the process front staff development to enduring change in teachers’ perceptions and attitudes. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. Several principles for enhancing the change process to improve staff development efforts are also outlined.

Staff Development and the Process of Teacher Change

Parents and Adolescents in Conflict: All Families Some of the Time and Some Families Most of the Time:

This article, written for a general audience, focuses on the importance of keeping adolescents' interests and needs foremost in mind when designing literacy instruction at the middle and high schoo...

/pdf/effective-literacy-instruction-for-adolescents-2lqzuak7wn.pdf

Effective Literacy Instruction for Adolescents

Many educators would agree that teacher "personality" and "mental health" as they are reflected in classroom behavior are important. Some might even consider these characteristics more important than a teacher's knowledge of the subject matter and methods of teaching. Ineffective teaching is often attributed to personality defects, such as insufficient warmth, zeal, sensitivity, or perhaps excessive authoritarianism and rigidity (Smith, 1968). Flanders and Simon (1969), in reviewing the literature on teacher effectiveness, concluded that research is vitally needed on the causal relationships between particular teacher behaviors and their specific effects on student performance. Although something is known about these relationships (e.g., Dunkin & Biddle, 1974; Rosenshine, 1971), research has failed to provide unambiguous data for a variety of reasons. These include the

Teacher Anxiety: A Review with Recommendations

https://crl.ucsd.edu/~elman/Papers/Borovsky_Elman_Fernald-JECP2012.pdf

Plilip H. Dreyer

Papers

Youth: The Seventy-fourth Yearbook of the National Society for the Study of Education, Part I.