Abstract
Purpose. The researcher initially sought to analyze the literature review in order to determine which concepts, principles, and practices for staff development were supported by the body of knowledge about how adults learn. The purpose of the study was to determine and describe the degree to which these identified practices were used in California public school staff development programs. The concern was whether public school staff development programs address the needs of adults learners through attention to adult development, affective factors, and learner involvement, which were the concepts supported by the literature. The focus was staff development programs for public school teachers in California elementary through high school districts. Methodology. The sample consisted of the entire population of staff development specialists listed in the 1988 California Directory of Public Schools. Respondents indicated their degree of use of each of the identified practices on a Likert scale. Findings and conclusions. It was found that of the practices relating to learners' level of adult development, research-based practices which were more frequently used included opportunities for self-directed learning, use of a variety of training modes, and considerable autonomy in the determination of learning experiences. Least-used practices included flexible scheduling within training sessions, and use of one-way input. Highly used practices which influenced the learners' affect included those resulting in the reduction of threat to learners, the provision of support, and fostering of change in attitudes and beliefs. Least-used practices included Peer Coaching and the discussion of proposed innovations in advance of training. Of the practices which encourage learner involvement, those most used included objective setting, participation in the learning process, and self-assessment of needs. Least used practices included self-evaluation and classroom case studies. Recommendations. Least-used practices should be included in staff development programs to a higher degree. Specific ways to accomplish increased levels of use are outlined in the study.