The primary theoretical tradition in the study of college retention has been sociological. A review and synthesis of common themes of development among traditional-age, college students suggests that a developmental perspective on the retention of youth in college may have more to offer than the dominant sociological paradigm. This article argues…

This article describes a stage-based model of leadership identity development (LID) that resulted from a grounded theory study on developing a leadership identity (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005). The LID model expands on the leadership identity stages, integrates the categories of the grounded theory into the LID model, and…

Reaffirms the random and unpredictable nature of second-order changes. Sees human beings as open systems and entropy determining the irreversibility of such systems. Appreciates readers' advocacy of research to test the theory and suggests the need for practitioners and teachers to be open to change in themselves if they are to expect others to…

Finds Caple's self-organization paradigm useful in its examination of mechanisms by which change in college students can be examined and ultimately predicted and influenced. Doubts the value of Caple's using analogies from physics, or argument by analogy in forming the theory. Advocates research to support the theory. Considers development more…

Responds to Caple's self-organization paradigm with interest in methods of promoting student growth and maturity. Finds use of a continuum with developmental and self-organization theories at opposite ends unnecessary, believing that growth takes place in a state of equilibrium or disequilibrium. Considers closed systems theory, as well as Caple's…

Responds to Caple's self-organization paradigm of student development, where humans are viewed as open systems, unstable because of continuous exchange of energy with their environments. Corroborates the inevitability of disequilibrium in human existence but is disturbed by the notion of random determination of second-order change. Raises…

A model of development for children and youth with learning disabilities (LD) is presented, including three cognitive/academic development variables, seven affective variables, three social development variables, and four behavior development variables. The model presents a holistic view of LD students and considers various issues that can impede…

Presents self organization theory, which explains change in human development and behavior and which views choices and changes as being created in a state of disequilibrium. Includes background in previous developmental theory and in systems theory and explains first- and second-order change within the theory. (Author/KS)

This article posits three subsystems in the classroom ecology: "opportunity structure,""support structure," and "reward structure." The implementation of an ecological approach to student development will require the preparation of a professional with quite different competencies and interests than has been the case. (Author)

Provides a framework for observing and supporting the development of students as constructivist teachers, especially during their field placements as student teachers. The instructional shift to a constructivist approach is described, and guiding principles and possible indicators of the constructivist model are presented. (SLD)