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- W262387831 abstract "In Texas, a ninth grade English teacher sits down with other teachers, administrators, and university professors to determine appropriate training procedures for cooperating teachers. In California, a tenth grade teacher visits a nearby bank to talk with the manager about a community-based career education program. In Ohio, a sixth grade English teacher visits a Children's Hospital to learn about sickle cell anemia. In Alabama, a fourth grade Language Arts teacher examines a new kit on affective education. In Massachusetts, a second grade teacher fills a grocery bag with materials gleaned from nearby industries. In Missouri, an eleventh grade English teacher observes a drama lesson in a neighboring school. These diverse activities have two important elements in common: they all fall under the broad umbrella of the teacher center movement, and in each case the teacher is engaged in professional development. The diversity which is a hall-mark of the teacher center movement in the United States (Schmieder and Yarger, 1974:6) was clearly demonstrated in a survey of teacher centers conducted during the spring of 1980. Forty-nine federally funded teacher centers and thirty-seven other teacher centers responded to a questionnaire which collected data concerning governance, clientele, and activities, and which explored the perceptions of teacher center leaders as to the effectiveness of their programs. The results indicated that no two teacher centers were alike, but that there were commonalities in terms of purpose and procedure, and that there was some general agreement about the philosophies and practices that appeared to be effective in the professional development of teachers. The findings are valuable not only because they give some indication of what is happening in teacher centers througnout the country, but also be-" @default.
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- W262387831 date "1981-05-01" @default.
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- W262387831 title "Collaboration, Change and Concern: Professional Development through Teacher Centers." @default.
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