Professors and practitioners, surveyed as to what degree staff development practices were employed in schools, displayed significantly different beliefs. The model upon which the survey was based, as well as responses given, are discussed here. STAFF DEVELOPMENT IN education is like a maze; it is a network of confusing and complex passages. The true path to designing effective staff development programs is difficult to find.
WHAT ARE THE CONCERNS?Concerns about the quality and quantity of staff development raised by teachers, administrators, parents, school board members, and the public in general include the following:. Teachers want to know who will plan staff development activities, how they can find the time to attend inservice activities, and when they will be able to implement what they learn. Principals express concern about how they can find enough time to serve as staff development leaders and to support staff members who attempt to implement what they have learned during staff development activities.. Central office administrators worry about whether the school board will support the new practices and programs which result from staff development, the costs of inservice training, and the amount of released time required for effective staff development programs.. Teachers and administrators alike have questions about who should provide the leadership for inservice, how to motivate educators to become involved in professional improvement activities, how to maintain qual-
Intelligent physical systems as embodied cognitive systems must perform high-level reasoning while concurrently managing an underlying control architecture. The link between cognition and control must manage the problem of converting continuous values from the real world to symbolic representations (and back). To generate effective behaviors, reasoning must include a capacity to replan, acquire and update new information, detect and respond to anomalies, and perform various operations on system goals. But, these processes are not independent and need further exploration. This paper examines an agent's choices when multiple goal operations co-occur and interact, and it establishes a method of choosing between them. We demonstrate the benefits and discuss the trade offs involved with this and show positive results in a dynamic marine search task.
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