The planning process as an inservice activity

charged with the design of strategies, development of instrumentation, collection of data, analysis of data and frequently the interpretation of data. There is no question that these process oriented professionals are most competent and best qualified to advise on procedures, strategies and methods. Frequently, however, they are asked to make judgments and contributions which encompass subject matter content. This sometimes is done without involving the implementers and the practitioners in education. The theme of this article centers around the

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