IN‐SERVICE TRAINING IN GERONTOLOGY: A CASE STUDY OF STATEWIDE NEEDS ASSESSMENT

This report describes the design and conduct of a statewide training needs assessment based on joint state agency and university planning. Sample findings are presented for both the statewide population (N = 736) and various job function groupings. Differences in expressed training needs across job function groups are examined, and strategies for providing effective and efficient training are discussed.     

Special Deliveries: Towards a Methodology for Generous Fulfillment of Special Collections Interlibrary Loan Requests

This article explores the implementation of special collections interlibrary loan policies and procedures at the University of South Florida (USF), focusing particularly on the development of policies related to physically loaning published materials, and traces the development of these policies through a pilot project to routinized implementation. Particular attention is paid to developing mutually beneficial workflows between special collections and interlibrary loan departments, creating transparent policies for the criteria under which requests are or are not filled, and technical considerations for implementing special collections loans. Through this case study, we highlight the potential for collaboration in the fulfillment of special deliveries.     

Linking pupil and teacher competence in reading and mathematics in Vietnam

This article reports results derived from the national study of Grade 5 in Vietnamese primary schools in which teachers and pupils took tests in reading and mathematics. The test data were calibrated so that teacher and pupil results could be mapped onto the same continuum. Results showed that the overlapping tests for teachers and pupils were appropriate for the pupils and easy for the teachers. Fit to the Rasch model indicated that the sets of items in both the reading and mathematics tests were each measuring a single domain. Teacher performances were predictably higher than those of the pupils. But there was a considerable overlap in scaled scores indicating that many Grade 5 pupils were out-performing a sub- sample of teachers. Of great concern were the analyses of aggregated results at provincial level. It was clear that the distribution of teacher competence in reading and mathematics was related to location of the provinces, and alarmingly so too was the distribution of pupil competence. The relationship between teacher and pupil competence was linear and indicated that pupil chances of improved learning were strongly linked to the competence of the teacher.     

Staff development: Old dogs can learn new tricks

Abstract

Peer coaching, study groups, and mentoring are all valuable methods for staff development. When all three can occur during the same year with a group of veteran teachers, the result is a learning community that enhances shared professionalism. This article describes such a year in which four veteran teachers came to teach in a residential high school for gifted and talented adolescents. This article reports that the focus from the perspective of the staff developer, as well as the focus from the perspective of three of the four teachers, emphasizes the power of these formats for professional development.