Service-Learning is a form of applied learning that engages students in solving social problems within community-based settings. It is rooted in the social and educational philosophy of John Dewey's Pragmatism. As a pedagogy, service-learning presents students with opportunities for social and intellectual growth by complementing classroom…

We examine (a) the normative course of eudaimonic well-being in emerging adulthood and (b) whether people's narratives of major life goals might prospectively predict eudaimonic growth 3 years later. We define eudaimonic growth as longitudinal increases in eudaimonic well-being, which we define as the combination of psychosocial maturity and…

Earlier version of paper presented at Annual Meeting of the American Association on Mental Deficiency (Boston, Massachusetts, May 1968).

Forty-two mentally retarded children were tested before entering an institution and 1 year later on measures of social quotient (Vineland) and IQ (Stanford-Binet) and their families pre-and postinterviewed to assess the adequacy of family functioning. (Author)

Reported is a longitudinal study in which families with preschool children were observed, interviewed, and tested over two years following the parents' divorce and compared with a sample of intact families. Findings on the impact of divorce on individuals, on family interactions, and on children's social and intellectual development are presented.…

The intellectual and social abilities of young precocious children and the effects of educational interventions on these children are examined in this third year report of a longitudinal study of the developmental patterns of unusually precocious children. The report focuses on several studies conducted with preschool and elementary school age…

This study explores (a) the relative effects of the Learning to Learn Program on the educational competencies of the experimental children (E) who attended the Learning to Learn Program as compared to control children (C) who participated in traditional preschool and primary grade programs; and (b) the developmant and longitudinal educational…

Longitudinal studies to clarify and validate objectives and standards of preschool education are advocated. Until the result of such research is available, studies of methods and processes have little practical or theoretical use. Preschool goals generally agreed upon by American educators are the promotion of the child's emotional and social…

THE EXTENT TO WHICH SCORES REPRESENTING PUPILS' STATUS ON CERTAIN DEVELOPMENTAL FACTORS PREDICTED THEIR ACHIEVEMENT IN READING, ARITHMETIC, AND THE MEDIAN OF A BATTERY OF ACHIEVEMENT TESTS WAS PRESENTED. THE STUDY COVERED A PERIOD OF 4 YEARS DURING WHICH THE SAME PUPILS WERE STUDIED IN THE THIRD, FOURTH, FIFTH, AND SIXTH GRADES. STUDIES OF THESE…

This document briefly describes Phase I of the Preschool Project. The research from 1969-72, Phase II, focuses on how the experiences and environments of highly competent and less competent children differ in early childhood. It is theorized that intellectual development is a function of a child's interaction with his human and physical…

This study utilized a national longitudinal data set of college students to examine the educational relevance of cross-racial interaction and how campuses can best structure such opportunities. The general pattern of findings suggests that cross-racial interaction has positive effects on students' intellectual, social, and civic development. The…

KINDERGARTENS IN FOUR PUBLIC ELEMENTARY SCHOOLS (ONE NEGRO, TWO PUERTO RICAN, AND ONE MIXED) IN NEW YORK CITY WERE STUDIED TO DETERMINE WHETHER A POSITIVE DEVELOPMENTAL EFFECT HAD RESULTED FROM A SUMMER HEAD START PROGRAM. THE PERFORMANCE OF 179 FORMER HEAD START CHILDREN WAS MEASURED AGAINST 388 OF THEIR NON-HEAD START CLASSMATES. SEVEN…

Beginning in 1956 about 250 students in two London, England junior schools were intensively studied over a 4-year period for intellectual, educational, emotional, and social development. The schools approached instruction differently; one was child-oriented; the other was subject-oriented. In 1964 this followup study was conducted with some of the…

This report briefly summarizes the educational progress of a sample of children who took part in one of the earliest Head Start programs (1966). The report addresses the following questions: (1) Was participation in Head Start a factor in preventing retention in grade and/or special class placement? (2) Were there differences between Head Start…

During the early 1980s, use of crack cocaine by expectant mothers introduced U.S. schools and social agencies to a large cohort of children with attachment problems, attention and learning difficulties, hyperactivity and other abnormal behaviors. Research focused on the early characteristics and needs of so-called "crack kids," but little…