Analyzes three aspects of inservice programs in 16 desegregated school districts in the East, Midwest, and West: the process of staff development, the program characteristics of staff development activities, and local perceptions of the programs' effectiveness — in particular, participants' views on needed improvements. Because even minimally planned programs often receive the enthusiastic support of staff members, the study concludes that staff development can be a valuable tool, and can be rendered still more effective through greater attention to goals and objectives, prior identification of needs, program content and delivery, and formal evaluation. The report presents policy implications for federal and state policymakers in determining how resources for inservice training should be allocated, and for school districts planning for desegregation.
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