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SELECTED ANNOTATED BIBLIOGRAPHYVirginia Boyle a & Blanche Sherman Hunt ba University of California at Irvine , Irvine , Californiab Department of Secondary Education , Arizona State UniversityPublished online: 17 Jul 2012.

To cite this article: Virginia Boyle & Blanche Sherman Hunt (1980) SELECTED ANNOTATED BIBLIOGRAPHY, Action in Teacher Education, 2:2,95-105, DOI: 10.1080/01626620.1980.10519002

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SELECTED ANNOTATED BffiLIOGRAPHY

This Selected Annotated Bibliography has been compiledfrom numerous sources. Selections were made to include the broadest possible overview of the literature available on Teacher Centers. Manv oft he entries are "classics" in the rapidly develop­ing bodv of knowledge in this field. In total. the selections offer the reader a good introducton • summary of some of the best writings available on the theme.

JOURNAL ARTICLES

Bailey, Stephen K. "Teachers' Centers: A British First." Phi Delta Kappan. 53, November, 1971 , 146- 149.

The rationale, theory, and philosophy of Teachers' Centers in Britain are described in detail. The growth of Teachers' Centers is characterized as a movement of teachers to gain control of their own growth and professional development. The writer suggests methods for financing centers through contributions of time and materials from teachers and local authorities.

Bell , Harry H., and John W. Peightel. "What Is the Role of Higher Education in Teacher Centers?" Teacher Education. 12, 1976, 5-9.

A description of several Teacher Centers which are joint projects of universities a nd public schools is presented. The need for collaboration a nd sharing of resources is underscored.

Bender, Albert E. "Teachers' Centers in England and Wales. " Intellect, March , 1974. 387-389.

This article, which reviews research data on English and Welsh Teachers' Centers for the early 1970s, raises questions of note for U.S. centers. For example, "Do others sufficiently respect teachers' expertise to follow and support teacher control over curriculum development and change?" and , "Are teachers ready to accept responsibility for their professional development?"

Virginia Boyle is Supervisor of Teacher Education, University of Cali­fornia at Irvine, Irvine , California. She has worked extensively with field experience programs involving prese rvice and inservice teachers . She is a researcher in the area of Teacher Centers and the author of several pub­lications including articles on Teacher Centers, inservice education. multicultural education and counseling.

Blanche Sherman Hunt is a doctoral candidate in Social. Histo rica l. a nd Philosophical Foundations of Education in the Department of Secondary Education at Arizona State University. She is currently doing research in the a rea of mora l education and content-centered teaching. She is a member of ATE and is active in many professiona l o rgani zat ions.

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Boyle, V. & Grinder, R. E. 'Teacher Centers As Viewed from the Classroom." Jnser­vice. National Council of States on lnservice Education, Syracuse University, March 1978 , 7- 10.

The authors conducted a survey of eight schools which included a sample popu~ lation representing teachers from urban, suburban, and rural areas. Data gathered give further insight into the interests, motivations, and circumstances that will affect teachers ' participation in Teacher Center activities.

Burdin, Joe. "Scenario on Teacher Centers in the 1990's." Journal of Teacher Educa­rion, 25, Spring, 1974, 40- 43.

This is a futuristic look at Teacher Centers which deals with issues of governance, delivery systems, resources , and interdisciplinary approaches to education. The writer suggests that Teacher Centers consider anticipatory education as an integral part of programs.

Burke, William I. "Teacher Centers Cooperative Endeavors." High School Journal, January, 1978, 150- 161.

This article traces the history of cooperative educational endeavors from 1870 a nd builds a rationale for voluntary cooperation between public schools, colleges and universities, and private agencies in the professional preparation and growth of teachers through Teacher Centers. The writer includes an analysis of Teacher Center purposes and suggests that Teacher Centers can provide the vehicles for educational renewal through mutual cooperation with related institutions.

Burrell, David. "The Teacher Center: A Critical Analysis ." Educarional Leadership, 33, March, 1976, 422-427.

An analysis of progress and problems in British Centers which raises nine ques­tions including those relating to evaluation and development is presented. The article lists the functions of British Teacher Centers as: (a) a base for inservice education activitie;,, curriculum development, and induction activities for new teachers; (b) an information center for teachers; (c) a center providing a range of services and facilities to complement school resources; and (d) a social center for teachers .

Buxton, Amity P. "Teacher Centers - For What?" English Eduwrion, 6, December, 1976, 183- 190.

Five key features of the Teachers' Active Learning Center in Oakland, Cali­fornia are discussed . Centrality of the teacher, stress on the physical environment of learning, openness of the social climate, and the emphasis on interdisciplinary content and active learning are characterized as essential elements for Teacher Centers.

Buxton, Amity P. "Teachers' Active Learning Center (TALC): A Case for Study." Educarional Leadership, 33, March , 1976, 428-433 .

In this article the case study approach is used to examine a functioning Teacher Center. The physical appearance and activities of this center are detailed .

Calhoun, Thomas. "Throwaway Teachers?" Educarional Leadership, 32, December, 1975, 310- 312.

The writer discounts the idea that teachers can be more easily replaced than renewed. He proposes that Teacher Centers be developed to provide for teacher growth. The center in Delaware is offered as a model for development.

Clark, Christopher M. "Now That You Have A Teacher Center, What Are You Going To Put Into It?" Journal of Teacher Educarion, 25, Spring, 1974, 46-48.

This article describes the Stanford Public Information Retrieval System (SPI RS) in which teacher training products are catalogued for retrieval for use in

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Teacher Center preservice and inservice work. A model of the effective teacher is utilized as the organizing basis for information.

Collins, J. F. "The Teacher Education Center Concept: A Unifying Approach to Teacher Education." Educational Leadership, March 1970, 27(6), 544-547.

The author of this article discusses the concept , administration, and objectives of a teacher education center. Several versions of the title are available, including a slide-tape-manuscript presentation. One version discusses the centers operated by the Montgomery County (Maryland) Public Schools and the University of Maryland College of Education.

Collins, James F. "The Making of a Teacher Center." Journal of Teacher Education, 25, Spring, 1974, 13- 20.

The purposes and functions of several Teacher Centers are analyzed . The writer focuses on the clientele served, program variance, financing, and governance. The article concludes with descriptions of functioning centers such as the Dallas Teacher Education Center (DTEC) , Multi-Institutional Teacher Education Center of Kanawha Valley, West Virginia (MITEC), and Syracuse University Teacher Center.

Crosby, J. Michael. "A Teacher Looks at Teaching Centers and Educational Reform." Journal of Teacher Education, 25, Spring, 1974, 31-36.

The writer details the need for educational reform and examines the use of the Teacher Center as a means of helping teachers meet the challenge of ever increasing responsibilities for student development. Nine recommendations for making staff development relevant to Teacher Center participants are offered. In addition , the writer poses several questions for those involved in Teacher Center development. A summary of the "Report of the Teachers' Field Task Force on the Improvement and Reform of American Education" is included. The article concludes with a descrip­tion of two models of Teacher Centers: the decentralized bureaucratic model and the autonomous model.

Davies, Hopkin M., and John T. Aquino. "Collaboration in Continuing Professional Development." Journal of Teacher Education. 26, Fall , 1975, 274- 277.

The writers characterize Teacher Centers as an optimum base for collaborative staff development efforts. Difficulties of collaboration, including differences in role perceptions, are discussed. Examples of collaborative centers are provided.

Deva ney, Kathleen . "What's A Teacher Center For?" Educational Leadership. 33. March. 1976. 413 - 416.

This article describes two ideal purposes of the Teacher Center as a place for voluntary exchange of ideas and assis tance and as a vehicle for preservice-inservice education in a field-based setting. The writer describes the antagonism directed at different types of centers.

DeVault, M. V. "Teacher Centers: An International Concept." Journal of Teacher Education, Spring, 1974, 25(1), 37- 39.

The basic , common elements of teacher centers operating in .Japan and England are explored in this article. A close look at staffing, funding, governance and program is taken .

Drummond, William H. "The Governance of Teacher Centers." High School Journal. January, 1978. 179- 185.

Iss ues in volved in Teacher Center governance are examined from a socio­po litical perspective. The differing views of the structure of governance as well as the requirements for normative processes are analyzed with respect to federal regu­lations and federal sponsorship. The writer adds a dimension to the question of

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governance by examining the role of lay citizens in the eva luation of educational needs and services and in participation in both the decision-making process and the management of se rvices and delivery systems.

Eddy, Wesley. "How Successful Are the British Teachers' Centers?" Educational Leadership, 36, March, 1974, 509- 511.

A general review of teacher centering in Great Britain is presented . The writer explains the programs and facilities offered and provides a brief history of centering. The article concludes with remarks on the implications for Teacher Centers in North America.

Edelfelt, Roy A. "The Reform of Education and Teacher Education: A Complex Task." Journal of Teacher Education. 23, Summer, 1972, 117- 125.

Based on the premise that there is a crying need for radical reform in both the preservice and inservice education of teachers, the writer provides a model for reform which includes renewal ce nters (Teacher Centers) as a prime component. A number of problems are identified and suggestions for reform are proposed . One such suggestion involves teams of preservice teachers, inservice teachers , and college teachers dealing with on-site teaching problems.

Eva ns, Robert L., and Alvah Kilgore. "The Syracuse University Teaching Center: A Model for Preservice f lnservice Development." Phi Delta Kappan, April, 1978, 539- 541.

This article includes a detailed overview of the Syracuse Urban Teaching Center (S UTC), which represents a collaborative effort involving the city school district , the local community, the teachers' association , and the university. In addition to describing the Center's aims to integrate inservice and preservice education, the a uth ors provide an examination of critical problems in Teacher Center develop­ment.

Feiman, Sharon. "Evaluating Teacher Centers." School Review, May, 1977, 395-411. An examination of current Teacher Center structures, which the writer describes

as behavioral, humanistic, and developmental, is presented. The writer provides an overview of evaluation as it might be conducted for the various types of centers .

Fibkins, William. 'The Whys and Hows of Teacher Centers." Phi Delta Kappan, 55, April , 1974, 567- 569.

This a rticle provides a description of the procedure followed by a facilitator and a school staff member as they developed a process-oriented Teacher Center. The a uth o r summarizes the factors critical to sustaining an open a tmosphere necessary for center functioning. The role of the center facilitator is described as one of providing a competency base for tra ining Teacher Center staff.

Harty , Harold . "A Field Based Professional Development Complex: One Approach to Future Preservice-lnservice Teacher Preparation." Peabodv Journal of Educa­tion , 55, July , 1978, 337- 345.

C haracterizing the Teacher Ce nter co ncept as an organized professional devel­opment complex, the author details and examines the assumptions, needs, perspec­tives, a nd organizational concerns of Teacher Centers. Closing remarks provide numerous possibilities for cen ters of the future.

Julius, Arline. "British Teacher Centers: Practical Applications for America." Phi Delta Kappan, November, 1976, 250- 253.

The writer's six-week visi t to numerous British Teacher Centers provides the basis for the descriptions of centers in this article. Through ex periences and a na lysis of both the contemporary American educational scene and the British model for centers, the writer recommends aspects for implementation and adoption.

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Kaplan , Leonard. "Teacher Centers: The State of the Scene." High School Journal. January, 1978, 143- 149.

This article describes the rationa le for Teacher Centers and examines them as models for inservice education. The author views Teacher Centers as a viable means of upgrading teacher skills and the quality of educational experiences for students. The advantages and disadvantages of centers, as well as the poss ibilities for collaborative governance, are outlined.

Kingery, D. Implementing the School Based Teacher Educator Program in Teacher Centers. Washington , D.C.: Fund for the Improvement of Post-secondary Educa­tion (DHEW), 1977. ED 141 293 .

This report is designed to assist the personnel of organized Teacher Centers in instituting the School Based Teacher Educators Program. The first section explores some basic assumptions and general principles underlying the concept of teacher centering as it is currently being employed. A standard definition of "Teacher Center" is offered. The major members of a Teacher Center are identified and their roles discussed . An implementation plan is offered, devoted to suggesting objec­tives , action steps, and assessment procedures for each segment of a management plan . A selected bibliography of 24 items concludes the report.

Levin , Corrine, and Robert Horwitz. "The Teacher Center, Inc. (New Hawn, Connec­ticut): A Case Study." EducQfional Leadership, 33, March , 1976, 434- 439.

This case study explains the ideas behind the development of the Center and catalogues the programs offered. The Workshop Program, the Advisory Program, and the Drop-in Program are described.

Lickona, Thomas, and Peg Hasch . " Research on Teacher Centers." Educational Leadership. 33, March, 1976, 450--455.

This article provides a review of the research done on Teacher Centers. Studies considered include those concerned with the Workshop Center for Open Educa­tion and the Grass Roots Center. The article suggests areas for future research.

MacLaren, Hannah . "The Teacher Curriculum Work Center, Chicago: A Case Study:' Educational Leadership. 33, March, 1976, 444- 446.

The writer presents a case study of a Chicago Teacher Center. The operation , origin , and site of the Center are discussed.

Manera, Elizabeth S. "The Thunderbird Teacher Center." Forum on Open Education. 4, June, 1977, 8- 11.

This article, which describes an active Teacher Center in Arizona, details the process involved in developing a center. Programs and projects of the Thunderbird Teacher Learning Center are outlined. These programs include courses and work­shops on teacher selected concerns. The importance of active involvement of the teachers in all phases of a center is discussed.

McGeoh, Dorothy, and Peter J. Quinn . "Clinical Experiences in a Teacher Education Center." Journal of Teacher Education , 26, Summer, 1975, 176- 179.

This article focu ses on preservice education utilizing the Teacher Center concept. A model for cooperative, university-site school planning for teacher preparation is presented . Cooperative governance is achieved through a Teacher Center Council which coordinates activities and represents the interests of all involved in the center.

Merritt , Daniel L., and Evelyn Bell. "The Teaching Education Center Is Alive a nd Well." Journal of Teacher Education, 23, Summer, 1972. 152- 154.

This article describes the preservice Teacher Center at Indiana State University. The cooperative activities of university supervisors, students, and cooperating

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teachers pose possibilities that are relevant to both preservice and inservice Teacher Centers today.

Orlosky, Donald E. "The Teacher Center: How It Can Benefit Secondary Teachers ." Comemporary Education. 43, Spring, 1978, 154- 160.

Noting that the Teacher Center movement has had the greatest impact in the elementary schools, the author discusses the major issues which arise for secondary sc hools with regard to the creation of centers. The article includes a thorough examination of Teacher Centers as they have been known, teacher renewal, and the benefits of teacher involvement in the centers. The author concludes with a list of important precautions for those involved with centers and educational change.

Raskin, Bruce. "Teachers Helping Teachers. " Learning, 2, September, 1973, 29- 30. After describing a Teachers' Active Learning Center, this article deals with center

offerings, operations. and staffing. The article concludes with a discuss io n of goals a nd participation incentives.

Rogers , Vincent R. "Teacher Centers in the U.S.: An Idea Whose Time Has Come?" Educational Leadership . 33, March , 1976, 403- 405.

The writer elaborates on the concerns about the future of Teacher Centers. The 14 concerns outlined are worthy of consideration by those involved in center development. Of particular import is the indication that few secondary teachers are participating in the centers and that only 20 percent of the eligible British teachers utilize centers.

Rogers, Vincent R . "Why Teacher Centers in th e U.S.?" Educational Leadership. 33. March , 1976, 406- 412.

After briefly describing British Teacher Centers, the writer points out several ways in which education differs in the U.S. and Britain , thus causing the Teacher Center concept to differ in each country. Competency-based programs and the emphasis on sk ill s development in the U.S. are contrasted with so me of the informal education of the British. The writer concludes with a call for teacher education to combine the best of both systems.

Ruchkin, Judith P. "Teachers Centers: How Does Open School - College Collabora­tion Work?" Journal of Teacher Education, 25, Summer, 1974, 170- 174.

Using a description of the Teacher Education Center for Urban Schools (TECUS), the writer discu sses the pros and cons of collaborative Teacher Centers. A research study which employs participant observation to identify characteristics of cooperative efforts is presented .

Schmieder, Allen A., a nd Sam J. Yarger. "Teacher / Teaching Centering in America." Journal o.f Teacher Education, 24, Spring, 1974, 5- 12.

This article identifies the roots of the Teacher Center movement in the U.S. by delineating the major sources of support for centers, including universities, the gove rnment, professio nal organizations, and educational spokespersons. The writers contend that the movement has taken hold because centering deals with substantive questions and addresses the expressed needs of educators. In addi­tion to providing a common definition of Teacher Centers, the authors identify seven organizational patterns of centers and four functional types of centers. They conclude by summarizing national research studies conducted by the Syracuse Teacher Center Project and the Texas Teacher Ce nter Program.

Spitzberg, Irving J., Jr. "Teachers' Centers: A New Approach to Improvi ng Education." The New Leader, June, 1973, 12- 15.

The writer provides a general description of British Teachers' Centers and their government support. The relevance of centers to the American scene is highlighted by an examination of the problems faced by Teacher Centers in the U.S.

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Van Fleet, Alanson A. "Florida's Teacher Centers: How Teachers Are Involved and What They Are Saying." High School Journal, October, 1976, 26- 31.

This article provides an overview of research on Florida Teacher Centers and on teacher involvement in and reactions to them.

Zigarmi , Patricia. "Teacher Centers: A Model for Teacher-Initiated Staff Develop­ment." Teachers' College Record, 80, September, 1978, 172- 187.

This article examines the origins and development , purposes and goals , and uses and resources of Teacher Centers in the United States. The author proposes Teacher Centers as one model of staff development. The article concludes with a description of ways in which the Teacher Center concept might be used to comple­ment already existing staff development programs.

MONOGRAPHS

Collins, J. F. "Teacher Centers and Teacher Renewal." Six Crucial issues in Education. Denver, CO: The National Association of State Boards of Education, 1972.

The central focus of the paper is on the continuing education of teachers. Its thesis is that renewal must take place within a framework that allows teachers to exercise choice , makes the best use of resources and talents, and deploys resources and talents in ways that enhance teacher effectiveness.

Collins , J. F. "Teacher (Teaching) Centers and the Education of Teachers." Dimen­sions of lnservice: The Texas Teacher Corps Experience, Frieberg& Olivary(Eds.), Texas Teacher Corps Network , 1978.

The author, herein identifies the difference between staff development centers that focus on preservice development, Centers that focus on inservice development and Centers that focus on the improvement of teachers, and learning. The last section includes some guidelines regarding management plans for Centers.

Devaney, K. Feasibility Study for a National Information and Resource Sharing Agency Among Teachers ' Centers: Final Report. San Francisco: Far West Labora­tory for Educational Research and Development, 1975. ED 124 544.

This report represents the record of project activity not already detailed in the First Milestone Report of October, 1974 and the Second Milestone Project , "Exploring Teachers' Centers." The National Institute of Education Group on School Capacity for Problem Solving (GSCPS) conducted a survey to study grass roots teachers' centers as instances of locally generated and designed attempts to change schooling; the definition of a teacher center used by GSCPS in this study is discussed. This study recommends: I) the GSCPS establish a small agency that could sustain the informal networking now existent and 2) how this agency should be designed and for what purposes. A questionnaire and analysis of replies , a list of teachers' centers, and a report of networking documentation are contained in the appendices.

Devaney, K. Surveying Teachers' Centers-From Grassroots Beginnings to Federal Support . San Francisco: Far West Laboratory for Educational Research and Development, 1977. ED 151 352 .

Characteristics of a "typical" Teachers' Center are presented, according to origin, setting, facilities , program, governance, participation, and staff. Common differ­ences between teachers' center programs and conventional school district / univer­sity inservice programs are noted , as well as the differences between teachers' centers and curriculum resource / media centers. The value of centers to teachers is discussed. The implied challenge contained in the Teacher Center Law for

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collaboration between centers and local. school administration is examined. Bureaucratic concerns (governance, incentives, needs assessment, scale, pace) and nonbureaucratic concerns (leadership, teacher contributions, equality of partici­pant status , informal assessment) are discussed.

Devaney, K. (Ed.). Building a Teachers' Center. San Francisco: Teachers' Center Exchange, Far West Laboratory for Educational Research and Development, distributed by Teachers' College Press, 1979.

This is a collection of 16 articles that give first hand accounts from teachers' center leaders of different aspects involved in starting a Teachers' Center. The areas covered are: philosophy, staffing, needs assessment , evaluation , space program­ming, workshops , advising, managing, budget, advisory board , funding, self­publishing, and centers' relationships with school districts and with parents and community.

Devaney, Kathleen , and Lorraine Thorn. Exploring Teacher Centers . San Francisco: Far West Laboratory for Educational Research and Development, 1975.

The authors provide a philosophical analysis of the Teacher Center movement. Descriptions of and pertinent information about several operating centers are included.

Edelfelt , Roy A., and Margo Johnson , eds. Rethinking In-service Educa1ion. Wash­ington , D .C. : National Education Association , 1975.

This work examines the state of inservice education and includes a discussion of the preservice-inservice teacher education continuum. Roles and responsibilities of various agencies involved in teacher education are described.

Feiman, S. (Ed.). Teacher Centers: What Place in Education? Chicago: University of Chicago, Center for Policy Study, 1978.

The volume contains the papers commissioned for the Seminar on Teacher Centers in June 1977. with the support of the Ford Foundation. Papers focus on "Perspectives of the Teacher Center Concept ," 'The European Experience," "Analysis of Issues," and "Discussion of Policies and Research." This exchange of views about Teacher Centers provided a forum for an examination of their impli­cations for professional development.

Kennedy, J. M. The Detroit Center for Professional Growth and Development: A Teacher Center for Bridging the Professional Development Gap. February 3, 1978. ED 152 771.

The efforts of the Detroit Center for Professional Growth and Development in improving the professional standards of elementary-secondary teachers are discussed . The operation and program of the Center are discussed in detail.

Lance, J. & Piper, B. Teachers' Center Exchange Directory Supplement. San Francis­co: Teachers' Center Exchange, Far West Laboratory ·for Educational Research and Development, May, 1978.

This is a supplement to the Directory and contains descriptions of 55 additional Teacher Centers active in the Network of Teacher Educators served by the Exchange as an information center and communications facilitator. It is available from Far West Laboratory Teachers' Center Exchange.

Lewis, C. (Ed.). State Departments of Education and the New Teacher Centers Pro­grams. Washington, D.C. : ERIC Clearinghouse on Teacher Centers Education and USOE, Division of Educational Systems Development, March, 1978.

This document supplements the publication of the official regulations of the Teacher Centers Program in the Federal Register, January II , 1978 , which is the

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only source of USOE policy on the program. The booklet is meant only as an added resource for state education agency personnel but because it further delineates the guidelines, it can be a valuable resource. Discussion includes the role of the state education agency, most commonly asked policy questions and an annotated bibliography. The list of National Teacher Centers Program: State Coordinators, is provided for handy reference.

Maddox, K. (Ed.). In West Virginia, It Is Working. One Teacher Education Cemer in Action. Washington, D .C.: American Association of Colleges for Teacher Educa­tion, 1972. ED 086 679.

This document deals with the development of the Kanawha Education Center, an outgrowth of the Multi-State Teacher Education Project. The roles a nd problems experienced by the various individuals working at the Center are discussed.

San Jose, C. Unspecial Strengths? Unspecial Problems? A Brief Account of the West Genesee/ Syracuse University Teaching Cemer, 1977. ED 150 099.

The West Genesee / Syracuse University Teaching Center consists of a three­perso n staff coordinating supervision of students , organization of staff develop­ment programs , and instructional and leadership responsibilities. The operation of the program is described in deta il. Two major tasks facing the Center are prese nted : I) the problem of the gap between theory and practice in preservice education a nd the narrowing of that gap; and 2) building the district's long-term staff develop­ment program.

Teachers' Center Exchange. Commonality and Diversity in Four Teachers' Centers. San Francisco: Far West Laboratory for Educational Resea rch and Development, July, 1978.

In 1977, fo ur leaders of American Teacher Centers explained thei r work to a Commonwea lth of Massachusetts Department of Education representati ve during an informal conversation at Lake Chautauqua. All were participating in a week­long seminar on Teachers' Centers.

Weiler, P. (Ed.). Teachers ' Centers: A New Voice for Teachers in Teacher Education Reform. Washington, D.C.: American Federation of Teachers, August , 1978.

This publication is a compilation of four papers on Teacher Centers commis­sio ned for the seventh annual AFT QUEST Conference in Washington, D.C. The theme, "Forging New Alliances for Quality Education," is explored by Allen Schmieder and Charles Lovett , Teacher Center Program; William L. Smith, Director of the USOE Teac he r Corps Program; Christine San Jose, West Genesee/ Syracuse University Teacher Center, a nd Theresa Lorio, The Detroit Center for Profess ional Gro wth and D evelopment. Speakers emphasize the new collabora­tion brought about by th e Teacher Center movement among LEA, IHE and teacher organizations.

OTHER PRINT MATERIALS

Bell , Harry, a nd J o hn Peightel. Teacher Centers and lnservice Education. Phi Delta Ka ppa Educational Fo undati o n, 1976.

This informatio n book let includes secti o ns on the Teacher Center moveme nt in the U.S., Consortium Teacher Centers, teacher needs, financing, a nd governance.

Crum , Ma ry F. , ed. Teacher Centers, March 1977, Bibliographies on Educational Topics 116. U.S. Educational Resources Info rmation Center, ERIC Document ED

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134 556, March, 1977. This bibliography of print materials related to Teacher Centers contains a

subject index which provides cross-referencing information for 29 subjects. Listings of "Major Collections of Materials" and "Periodicals" appear in the appendices.

Dambruch, Edward L. , Charles K. Franzen, and Richard Meder, Governance of Teacher Centers. U.S. Educational Resources Information Center, ERIC Docu­ment ED 110 413, December, 1975.

In these four monographs on Teacher Center governance, the writers examine issues of collaboration , affiliation, and parity.

The Detroit Center for Professional Growth and Development. Manual: Program, Personnel, Policies. Detroit: College of Education, Wayne State University, 1977 .

Publication of the manual and other documents of the Detroit Center provides leaders in the Teacher Center movement with a comprehensive overview of the Center's purpose and operational guidelines. This center, which began operating in March , 1976, was the first Michigan state-supported professional development center established as a direct response to the challenge of improving student achievement through staff development. The document includes staff policies and copies of forms used. Schematic charts are included and give insight into governance procedures.

Joyce, Bruce R. , and Marsha Weil. Conceprs of Teach er Cenrers. U.S . Educational Resources Information Center, ERIC Document ED 075 375, May, 1973.

This report reviews the literature that is pertinent to a broad understanding of the Teacher Center concept and to the specific problems of designing a center. Emphasis is placed on the origins, themes, methods of operation, and future plans for Teacher Centers. The origins include the revolution in teacher training under­way in England, the stress placed on ongoing inservice teacher training in the United States, and the movement toward competency-based teacher education and certification. The major themes stress the needs of the teacher, the need for a school improvement thrust , and a need to increase teacher competency. Three styles of operating Teacher Centers are discussed: the informal English style; the corporate style; and the competency-oriented style. A 29-item bibliography is included.

Poteet, James A. The Use of Jnformarion-Based Evaluarion in Evaluaring rhe Diag­nosric Teacher Cenrer. U.S. Educational Resources Information Center , ERIC Document ED 093 963 , April , 1974.

This paper, which was presented at the Annual Meeting of the American Edu­cational Research Association in Chicago in April, 1974, describes a process for the evaluation of programs based on the informational needs of program decision makers. A centering project which uses this approach is described.

Schmieder, Allen A., and Sam J. Yarger. Teaching Cenrers: Toward rhe Srare ofrhe Scene. U.S. Educational Resources Information Center, ERIC Document ED 086 143, 1974.

This monograph has five major purposes: I) to outline the background and current extent of centering in the U.S .; 2) to stimulate inter-center communication; 3) to point the way to some resources for potential program developers; 4) to raise so me developmental problems and issues confronting center builders; and 5) to

provide a framework for a systematic analysis of the nature and promise of the Teacher Center concept. An analysis of the nature and extent of centers, based on a survey conducted by Syracuse University, is presented.

Teachers' Cemers Exchange Newsleller. Far West Laboratory for Research and Development, 1977.

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Published periodically, these newsletters address current issues and interests in Teacher Centers.

Yarger, Sam J ., and Allen A. Schmieder, eds . Teacher Centers: The Commissioner's Annual Report on the Education Professions, 1975-1976. Washington, D.C.: U.S . Office of Education, 1977.

This 233-page report is divided into four sections: I) the context, which includes descriptions of the federal role in Teacher Centers and inservice education; 2) current efforts, which covers exemplary centers in the United States and around the world; 3) new directions, which deals with current trends and future possibilities; and 4) resources, which consists of an indexed bibliography and a directory of centers.

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