The Laramie County School District Number 1 (Wyoming) developed local norms for a standardized developmental test of entering school students. The district's analysis of the differences between the local norms and the national norms is presented. Further study of the results is needed to assess the tests' usefulness. (MD)

Discusses the question of the influence of mass media and interpersonal communication on the growth of partisan independence among American preadults and concludes that preadults become increasingly independent as they get older. (DF)

Describes a study which sought to establish outcome standards very important for secondary marketing education. Business people, former students, and marketing educators were asked to judge the standards identified from the literature in terms of importance to secondary marketing education. (CT)

The validation of the developmental Mokken scale for seriation was discussed. It was shown that the observed scale was invariant for different samples from previous research. Stepwise multiple regression analysis revealed that a selection of two seriation tasks on the scale accounted for 76.4 percent of the explained variance. (Author/DWH)

Kurt Hahn valued the adventure ethic for the qualities of character it developed, but his particular concern was the development of personal and social responsibility and compassion. Samaritan service is the key element in institutions, such as the Round Square Conference Schools, founded or inspired by the mature Hahn. (JHZ)

Examines associations among contemporaneous measures of marital quality, parenting attitudes and behavior, and toddler development in two-parent families. Seventy-five families with one 20-month-old child served as subjects. Results generally indicated that good marital quality was associated with optimal toddler functioning and sensitive…

The goals to which educators should aspire are developing individual capacities, strengthening the vitality of individual citizens, and strengthening society so that the quality of life for all is enhanced. These goals can be accomplished through the ideals of equity and excellence. (CT)

Presents examples of ways information gathered in oral history interviews may be used to teach home economics concepts. Sample projects are described in the following areas: nutrition, clothing, housing, family life and human development, and household management. (CT)

On the basis of 117 journal articles published between 1973 and 1975, assesses differences in the qualitative nature of comparative studies of normal Afro-American children and normal children from other racial groups. Findings indicate only a small percentage of studies predicted how Afro-American children would differ from the comparison group.…

Argues the need to use computers for developing active intelligence and dynamic knowledge (versus static copying). Also suggests utilizing computers to solve problems for which they are most appropriate and to assist personal development through "dissonance" (presenting challenges to each individual's equilibrium). (JBM)

Education's major goal should be to develop understanding rather than to divide knowledge into separate disciplines. Such understanding should be tied to the individual's situations and projects and should grow in response to questioning. Developing this kind of understanding is central to long-term individual development. (IS)

Describes how individually paced instruction (IPI) works, the major assumptions of IPI and difficulties encountered with them, and problems with measuring only behavioral objectives. Concludes that IPI is useful for courses that have fixed knowledge content. (ND)

Modern education is examined in the light of John Dewey's theory that moral education is a process of involving singular human beings, living consciously in association with one another, in thinking purposively and intelligently about subject-matter provided by their common, intertwined lives. (JD)

The author contends it is time to go beyond the approach of Gestalt therapists regarding anger and violence. She feels counselees (and counselors) must realize anger can destroy the possibility of certain relationships. It is not possible to do "your own thing" without taking responsibility for its effect on others. (Author/HMV)

Defines and explains the difference of marathon groups and psychotherapy. (HMV)