Abstract
In the Spring of 1988, a study was conducted to determine the use of 38 research-based staff development practices in rural schools in Oklahoma. These practices are arranged in five sequential, cyclical stages-Readiness, Planning, Training, Implementation and Maintenance. This study examines the degree to which the principals', teachers' and staff development chairs' indicated the 38 practices were implemented in the rural districts and the degree to which they valued the practices.
How to Cite:
Sly, G., McQuarrie, F. O., Jr. & Wood, F. H., (1990) “The Shadowed Face of Staff Development: Rural Schools”, Journal of Research in Rural Education 6(3), 11–19.
Rights: Copyright
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