The purpose of this study was to develop and field test an instrument to measure the importance of interests, capacities, and values to a population of 1220 students, grades 5-12. Specifically, it sought to examine the middle (tentative) stage of Ginzberg's three-stage developmental theory of occupational decision-making. (Author/SJL)

Three studies assessed the relationship between expressive writing (poetry writing and journal keeping) and ego identity development among high school and college students. Poetry writers were more likely to be in the identity achiever status. No differences were found between students keeping personal journals and those who had not. (Author/GDC)

A student's progression from high school to higher education is a major life transition which poses a multitude of challenges, stresses, and developmental tasks. More of a preventive orientation is needed to help students bridge the psychological, social, and academic gaps between high school and university life. (Author)

Describes research involving a technique for use with poor readers, called "read-along," in which a tutor reads aloud an interesting story with the student required to do no more than follow the line of print and read along with the tutor when possible. (AEA)

A dialectical schemata framework was used to interpret, code, and compare 27 interviews on the nature of education with freshmen, seniors and faculty members at a small, highly selective liberal arts college in order to provide a description of the organization of dialectical thinking and its presence in mature thought. (Author/DB)

This article describes the bilingual/multicultural curriculum models developed by four Head Start projects. (DB)

The Plowden Report drew heavily on Piaget's theories of cognitive development, especially his concepts of activity and discovery learning and readiness. But Piaget's theory is not a pedagogical one and it has little to say about teaching content and methods. Recently, criticism of his theory has grown. (Author/SJL)

A review of children's exposure to and perceptions of death suggests that adults might facilitate the development of children's understanding by selecting materials that present death in a manner appropriate to the children's level of perceptions and that encourage subsequent levels of perception. Six picture books are evaluated. (Author)

Delineates five developmental listening comprehension stages second language learners pass through: (1) streams of sound, with no comprehension; (2) word recognition within the stream; (3) phrase/formula recognition; (4) clause/sentence recognition; and (5) extended speech recognition, or general comprehension. The discussion illustrates the…

With more rigorous and systematic integration of gerontological data with social and social psychological theory, more comprehensive explanations of life course phenomena would result. Moreover, the age variable would be considered by other sociologists as less of a control and more of a relevant variable in its own right. (Author)

As children move toward learning specified forms of writing, they organize print in their environment and learn generalized communication strategies. Learning to write is developmentally similar to the acquisition of oral language. Ten stages are suggested for understanding the development of children's writing. (JN)

Presents a developmental model of counselor supervision that conceptualizes the training process as a sequence of identifiable stages through which the trainee progresses. Characteristics of supervisees at each of the four levels are discussed as well as appropriate supervision environments that encourage development to the next highest level.…

The development of formal operations in normal adolescents is briefly examined, and a discussion of the development of exceptional adolescents focuses on the following exceptionalities: retardation, blindness, deafness, and giftedness. Some directions for future research are considered. (DLS)

After reviewing the socialization models of Berger and Luckmann, Speier, and Piaget, the author relates the drawing process to these theories as a form of social interaction, citing changes in drawing style and subject matter with gains in social maturity. She concludes with implications for art educators. (SJL)

Presents counselors with ideas for death fantasies appropriate for use in classroom guidance and group counseling situations. Although an overemphasis on the ultimate reality of death is not recommended, the general topic is essential to any developmental counseling program. (Author)