The Student Development Inventory and its seven subscales were administered to 163 college students to determine its reliability and factorial validity. Results suggested that it is a reliable and convenient attitudinal inventory. (Sample items are included.) (Author/GDC)

Interviews Mark Udall, executive director of Colorado Outward Bound School, on the topics of work history, mentors, life experience, and the advantages and disadvantages of working for an organization like Outward Bound. Includes suggestions for those interested in developing an administrative career in experiential education (JHZ)

Reviews the research that has tested the "goodness of fit" model of temperament-context relations and proposes that research aimed at testing this model should examine how inter-individual differences in interactions between children and their contexts over time establish correlations between individuals and their settings. (HOD)

Proposes a model for a peer group facilitator program which stresses the need for assimilating attempts to understand the self and others as opposed to focusing exclusively on student competencies, intellectual gains, and competitive cognitive processes. (Author/ABB)

This report shows that career development programs--almost always designed for supervisors or employees in management--also offers benefits for lower-level employees. Programs help participants assess their skills for upward mobility, focus on career development and communication skills, increase knowledge of the organization, and help…

Describes a method for making standardized test results more useful for teachers, administrators, school board members, and parents by providing information on the test content actually mastered by the student and on the student's individual development over time, as well as providing traditional numerical and norm-referenced scores. (PGD)

A random sample of recent graduates of the University of North Carolina one year after graduation examined the relationships between graduate characteristics and their perception of the extent of accomplishment of eight possible outcomes of their undergraduate experience. (MLW)

This article contains suggestions for dealing with sex related issues in the classroom. Teachers are offered advice on handling sex play, crushes, dating, and questions on the facts of life. Sex education policy in the schools is discussed. (DF)

Describes the strategies, participants, and activities of the University of Alabama's Project Growth which successfully demonstrated that, with encouragement and training, women and minorities could become more visible, could be appointed to positions challenging the upper limits of their gifts and skills, and could be more productive as…

A program in rational-emotive education (REE) is compared for effectiveness with the Human Development Program (HDP) or Magic Circle. Results indicate REE can be taught to fifth and sixth grade children. (Author)

By assuming personal responsibility for their own professional growth and development, educators can help young people become independent and socially responsible on shaping their future social environment. (MB)

The paradoxicalfeminine qualities of daughters identified with masculine fathers are difficult to explain within a modeling theory of identification. This paper discusses three hypotheses which might help explain the paradox and presents evidence in support of each. (Author)

The frustrations involved in exploring the various paths of meditation for the Western mind are examined. Using the family as an experimental laboratory, daily efforts to meditate together are described showing the impact on individual family members. Subjective reactions to the experience are explored in order to gain self awareness. (Author)

Democracy is described as a desirable regulative framework for ordering the interrelations of different cultures. (GW)

The article reports the statistical results of a teacher survey concerning inservice training needs and draws a number of generalizations, among them the need for (1) training in the affective domain and in individualizing instruction, (2) differentiated training within inservice settings, and (3) including teachers in defining needs and in…