Emotional characteristics of gifted children are examined. Frameworks developed by G. Betts and M. Neihart and by A. Roeper, which classify children by features of their characteristic emotional response, are described. Gifted children's unusual levels of sensitivity and intensity are noted and illustrated with a case example. (JDD)

Highlights need for collaboration, integration, and expansion in designing evaluation models for career development programs. Outlines fledgling evaluation model that began to emerge at Symposium on Issues and Solutions for Evaluating Career Development Programs and Services. Notes that model addresses dimensions critical in evaluation of career…

Argues that saying that students have "thinking problems" is hardly a useful diagnostic statement or even a sensible description of flawed cognitive development. Maintains that what is needed to encourage students to think are some sensible models and attractive opportunities to do it in contexts that matter to them. (RS)

Examines the lexical errors made by students learning French as a foreign language, and proposes a new method for teaching vocabulary based on a lexical disambiguation model. (15 references) (JL)

Notes that family therapy research and psychotherapy research in general have been criticized for their lack of relevance to clinical practice. Presents five-stage model, based on marketing and developmental perspective, that family therapy researchers can follow to increase relevance of their work for clinicians and other consumers of family…

Describes a model for staff development that encourages teachers to make decisions about their learning and professional growth. Explains how the model was developed and implemented. Shares results of the model's effectiveness along with recommendations for improvement. (PRA)

Examined child study process, model for collaboration among teachers, counselors, and other school professionals focused on individual children and their needs. Experienced elementary teachers reported increased professional expertise and personal satisfaction after participating in school-year-long child study seminar focusing on child from each…

This model proposes that individuals' subjective structure and the objective structure of the environment are influenced by a lifelong process of socialization and development and a process of cultural and social change. Three types of career counseling are suggested: technical, practical, and conceptual. (SK)

Suggests a need to examine the assumptions of the program planning model and explore new ways of meeting social needs through extension education. Argues that the reductionistic program planning model is useful but only in certain situations; new ways of approaching complex social issues need to be considered. (Author/JOW)

Discussion of learning how to solve problems focuses on instructional design models and how students construct their knowledge and learn skills. Topics discussed include conceptual knowledge; procedural knowledge and skills; knowledge representation; causal knowledge; types of knowledge and relevant skills; knowledge acquisition; prediction and…

Discussion of claims of constructivism and educational technology that were raised in an earlier issue is presented in the form of a philosophical dialogue. Topics discussed include instructional development; knowledge acquisition; constructivist theories and educational psychology; objectivists versus constructivists; subjectivism; and…

Discusses the need to reengineer performance development in light of new technologies, concepts, and tools. Topics addressed include current performance development strategies; new models; learning strategies versus training strategies; electronic performance support and software; and the role of the instructional developer. (LRW)

Presents Multicultural Program Development Pyramid, five-tiered framework outlining stages of multicultural counseling training (MCT) program development. Describes pyramid as laying out path of critical choice points in MCT development, beginning with generation of explicit philosophy of training and proceeding through stages of identifying…

Introduces guidance system for the application of invitational theory. Calls system "Helix" because it spirals through 12 steps of development divided into three levels. Offers schema for examining one's own development as an invitational student, practitioner, and theorist. Provides impetus for further discussion about developmental…

The Master's of Business Administration model includes skills, functions, and strategy and focus on traditional "management"; formal knowledge acquired may be unrelated to practical experience. The certificate in management model focuses on competencies, disaggregation, managers, and experiential, work-based learning but may ignore a…