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Gives a brief view of the in‐service training of primary school teachers in Greece in the historical contexts as well as the current situation. The major purpose, however, is to investigate the views of directors and vice directors of “regional in‐service training centres” (PEK) about the different aspects of in‐service training of primary school teachers. These include: the objectives and curricula of different in‐service training programmes; the methodology of teaching and practice; the assessment criteria for trainee teachers; the criteria for the selection of trainees and trainers; the provision of daily allowance for trainees and trainers; the organizational set‐up; the financing and nature, duration and management and control of different training programmes. The results showed that generally the respondents were satisfied with the existing situation. The chi‐square (w²) test demonstrated that position/rank and qualification had no significant impact on the opinions of directors and vice directors regarding most of these aspects.

The aim of the present study is to investigate why teachers participate in Information and Communication Technology (ICT) programmes, what their sociological approaches are, and where they focus their attention in order to achieve the objectives of their training in these new technologies.

The sample group of this research consists of 162 teachers who work in primary schools in Northern Greece. There were 70 (43.2 percent) men and 92 (56.8 percent) women. For the fulfilment of the general research an improvised questionnaire was designed concerning the training of teachers in ICT. In total, it comprises 80 questions.

The findings of the research study show that one of the main reasons for primary school teachers' participation in ICT programmes is their interest in exploiting ICT, in both their teaching and in their personal lives. They consider lifelong education as necessary to the practice of teaching and useful in settling educational inequalities, while at the same time they think that in‐service education should be in accordance with the requirements of the modern social‐cultural environment.

This is an interesting research on ICT training of teachers in Greece, developing a critical thinking approach towards ICT in‐service training. The article stresses that the in‐service training interact and are affected by the social and political orientations that prevail in social and educational policy.

The Kenyan Government, being concerned about the quality of school education, is attempting to increase teacher effectiveness and student learning. To achieve these goals, current in‐service programs need to be improved for all head teachers and teachers. Also, the role of the head teacher in promoting relevant teacher development requires greater recognition and administrative training. Organizations such as the Kenya Education Staff Institute need to be more involved in providing up‐to‐date staff development for all educational administrators and other educators. More attention also must be paid to effective induction, internships, strategic staff placements, financing, collaboration among provider organizations, and opinions of teachers concerning in‐service needs. Head teachers can do much to improve teaching and learning by using professional formative evaluation of their teachers.

Library assistants were originally considered to be professional librarians in the making, and were trained accordingly. With the expansion of libraries and librarianship, Britain's “apprenticeship” system of qualification gave way to formal library school education, and a new category of “non‐professional staff” was created, of people who were unwilling or unable to proceed to graduate‐level qualification. The development of non‐professional certificates of competence in the UK is described against parallel developments in the US, Canada and Australia; the COMLA training modules are also examined. The theoretical and practical issues surrounding training are discussed, training schemes and qualifications in the four countries analysed, and the relative merits of in‐house training and external certificate programmes argued.

The purpose of this paper is to examine police use of force using individual, contextual, and police training factors, expanding prior research by including multiple police agencies in the sample, thus producing research findings that can be more easily generalized.

The data for the current study were derived from several primary sources: the Interuniversity Consortium for Political and Social Research (ICPSR). Census, Uniform Crime Reports (UCR), Bureau of Labor Statistics (BLS), and 1997 Law Enforcement Management and Administrative Statistics (LEMAS).

Among individual level variables, age and arrestee's resistance were significant explanatory factors. Violent crime rate and unemployment rate were significant factors as the neighborhood contextual variables. Finally, in‐service training was a significant organizational‐level explanatory factor for levels of police use of force.

The paper bridges the gap in research between contextual factors and police use of force. It also deepens our understandings of the association between organizational factors and use of force by incorporating police training into the analytical model.

Reports on a US survey of state police (and highway patrol) training academies concerning policies for dealing with AIDS. Finds that although a majority of these organizations have implemented training, fewer agencies have adopted policies informing officers how to deal with HIV/AIDS sufferers, despite the existence of national standards and model policies. Finds that even fewer agencies have policies addressing the employment of staff with HIV/AIDS.

Knowledge management has been largely used and applied within for‐profit organisations. However, knowledge management is a managerial tool that can also be used to assess the knowledge creation and flow within social initiatives. Presents the Proformação program, analysing it as a case study and using the knowledge management theory to assess it. The proformação program aims to train in‐service unqualified teachers in the Brazilian K‐12 public schools, so as to give them skills and expertise to develop their mission better. Most of these teachers are located in the poorest Brazilian regions, mainly in the rural areas, so the project is based both on distance training and mentoring approach. Along with a more consolidated and traditional model used for a descriptive case study, addresses an innovative way of assessing knowledge creation and transmission, based on the “knowledge spiral” and the SECI methodology. Finally, the main purpose of this case study is to subsidize policy‐makers so as to understand better how to deploy huge training endeavours successfully, avoiding the pitfalls and drawbacks inherent in these kind of initiatives and understanding how to manage better the knowledge creation and flow among the involved players.

Examines relationships between the role of elementary school principals in teacher in‐service activities and: what principals acquire in administrator in‐service training; and what principals do in regard to teacher follow‐up activities in the classrooms. Using interview and observation techniques, relationships are found which reflect successful efforts extended towards school improvement.

The purpose of this paper is to explore whether an in-service life teacher training program can improve boarding students’ health, behavior, and academic performance.

The authors conducted a cluster-randomized controlled trial to measure the effect of life teacher training on student health, behavior, and academic performance among 839 boarding students in ten central primary boarding schools in Shaanxi. And the authors also tried to identify why or why not life teacher training works. Both descriptive and multivariate analysis are used in this paper.

The authors find significant improvements in health and behavior. Specifically, compared to boarding students in control schools, 15 percent fewer students in treatment schools reported feeling cold while sleeping at night. The results also showed that student tardiness and misbehaviors after class declined significantly by 18 and 78 percent, respectively. However, the in-service life teacher training program had no measurable impact on boarding students’ BMI-for-age Z-score, number of misbehaviors in class, and academic performance. The analysis suggests that improved communication between life teachers and students might be one mechanism behind these results.

This is the first empirical work which explored how to improve the welfare of boarding students via their life teachers. Because of the sudden increase in boarding students in rural China, it is almost certain that school personnel lack experience in managing boarding students. As such, one promising approach to improving student outcomes might be in-service training for life teachers.

The Swedish government decided in 1994, as part of the so‐called 50,000 Swedish crowns scheme, to set aside a portion of the labour market budget for the further training and retraining of local government and country council employees. The present article reports on the experiences of the training effort that took place in 1994–1995 and provides a theoretical framework for discussing staff training as an alternative to redundancies in the case of “economic overstuffing” and as part of a strategy for lifelong learning. Staff training and further development can be viewed as direct labour market measures instead of as redundancies. This article is based on a large empirical study in municipalities and county councils that have used these measures. In the study it was shown that these market measures can be defended both economically and humanly in the sense that both contribute to strengthening internal mobility and increasing the worker's adaptability to the external labour market. At the same time, this conform part of a strategy for a more flexible structuring of working time.