The concept of evolutionary life cycles should become an integral part of a job placement process. The college educational process should be the beginning of a lifetime of learning and earning and not be viewed as a point of departure into an unknown work world. (Author)

Students (50 female and 50 male) evaluated teaching methods of three male and three female professors in two traditionally male, two traditionally female, and two relatively non-sex-linked fields. Different ratings assigned as a function of the sex of student and professor are discussed. (Author)

This paper reports a case study of the psychological correlates of students' adjustment to a small urban free school. Forty male and thirty female students voluntarily answered the New Morning Student Questionnaire and the Tennessee Self-Concept Scale. Results showed that students were psychologically well adjusted. (Author)

A job interview skills workshop model was compared with the traditional lecture-discussion group approach. Results indicated the behavioral group made significant gains in percentage of eye contact. The discussion group was superior in ratings of ability and expression of feelings and personal opinions relevant to the interview. (Author)

Doctoral students who had completed the Personality Research Form in 1973 were followed up three years later to determine the functional specialty in which they spend the bulk of their professional time. The findings support the position that personality needs predict functional specialty. (Author)

A sample of 61 teachers were asked to complete the Leary Interpersonal Check List on Hypothetical EMH, LD, and normal 10-year-old males. The teachers also answered 15 multiple choice questions on mainstreaming. Findings indicated that the three teacher groups were in agreement in viewing the child types differently. (Author)

Barclay Classroom Climate Inventory was administered to 45 randomly selected classes from a population of 115 classes representing Self-Contained Selected Academic Placement and Learning Center models. It appears that stronger social support systems exist and fewer problems emerge for children who are placed with others of similar cognitive…

This study reports the successful use of compulsory "peer selecting modeling" for the treatment of hostile and aggressive behavior within a special education program. The treatment procedure, a brief, situation-specific variant of peer and participant modeling, was designed for routine use by classroom teachers. (Author)

The effects of independent and interdependent group contingencies for academic work on the disruptive classroom behavior of junior high school students were examined. Free-time was delivered either individually, contingent on individual performance (independent group contingency), or to the class as a whole, contingent on group performance…

Subjects were two teachers of behaviorally disordered children and two youngsters from each class. Teachers were exposed to baseline (no feedback), immediate feedback, delayed feedback, and delayed feedback plus goal-setting. Results showed that all feedback tactics produced increased in contingent social praise and student on-task behavior over…

This study reports trends in data drawn from the files of the American College Testing Program beginning in 1964-1965. The data show a substantial increase in the grades awarded by high school and college faculty, and a sharp decline in ACT test scores. (Author)

A new awareness of the need to conserve energy and interest in solar energy led to research and development projects by drafting students at Horace Mann Junior High School, Charleston, West Virginia. The article describes various projects design and includes photographs of some of the models. (MF)

The Juvenile Intervention Program utilizes the principles of family involvement and peer pressure throughout the program, while the basis of the program involves the education of the participants in such areas as family architecture, family communication patterns and drug knowledge. (Author)

Urban ninth-grade adolescents' views of maternal employment as a threat to marital happiness were assessed in 1963 and 1973. It was found that adolescents in 1973 felt maternal employment was less threatening than did those in 1963, and this was especially true among female respondents. (Author)

New Year's resolutions of middle-class sixth-graders were compared with those of Mennonite and Amish sixth-graders. Mennonite and Amish youngsters generally resolved to try harder, whereas middle-class youngsters resolved to do better. Certain sex differences were found in both cultures, but were more pronounced for Amish/Mennonite youth. (Author)