Two research strategies for studying the effects of college environments on student development are compared, using Astin's data on academic achievement and institutional excellence." (Author)

Variance in abilities and skills of eleven-year-olds being promoted from primary to secondary grades warrants curriculum planning based on concern for the individual development of the child rather than on the type of institttion in which learning takes place. (JB)

An educational architecture based on six years of elementary school, four years of high school, four years of college, and whatever years of university work that may be necessary for a Masters, Doctorate, or professional degree is described. (DB)

New teaching technique based on the theory that a teacher's unsolicited telling" hinders rather than helps produce knowledge and understanding in students. (IR)

H. Michael Sokolow's position on whether or not educational institutions should be regarded as morally responsible (in reference to various important contemporary problems) is critiqued, and an alternative view of educational institutions' moral responsibility is offered. (Author/CJ)

Examined the role of the teacher in developing children's self-concepts as compared with commercial material. Found that the commercial material did not add to the teacher's effectiveness with second-grade pupils. Emphasized the need for materials to be used with children at appropriate times developmentally. (JAC)

Points out the need for mentors for beginning social workers and students, and suggests mentoring opportunities may lie in supervisory relationships. Mentorship is an expansion in commitment of the supervisory role beyond administrative and teaching functions to an agreement that the relationship will address the developmental needs of both. (JAC)

Writing teachers can enable students to think critically by teaching composition courses according to two principles: sequencing and revision. The teaching of a basic reading and writing course for college freshmen illustrates how writing, taught from a discovery perspective and in conjunction with selected readings, can develop students' ability…

Studied the construct validity and developmental structure of Hogan's (1964) model of counselor development and supervision using a sample of 141 counseling students and professional staff. Results indicated that counselor development is best described by a complex rather than a simple model and involves factors of anxiety/doubt and independence.…

Assessed the success of an Upward Bound program by increasing achievement and college attendance. Results indicated significant gains in both language arts and quantitative skills. Results also suggest the impact of the program is incremental: More program participation generates more successful outcomes among participants. (Author)

Advocates the use of developmental theory in needs assessment. Reviews the role of needs assessment in program development. Discusses the advantages of using developmental theory as a basis for the construction of questionnaire items. Presents specific theoretical approaches which can be used in needs assessment. (Author)

Tests the effect of developmental level objectives on student achievement and efficiency in a zoology course. These objectives were found to have no significant effect on achievement, but they did significantly increase student efficiency in learning the content material of the module. (Author)

Assessed the quality of students' roommate relationships, their communication skills, their psychological adjustment, and the interrelationship of these characteristics. Results indicated that roommates with high levels of trust and intimacy are significantly more satisfied with their relationship and are more emotionally adjusted than those with…

Placement interviewers rated students' placement recommendations with similar content for positiveness. The information presented was in the form of developmental transcripts, or causal attribution statements not related to student information. Both forms led to greater perceived positiveness of students by placement interviewers. (Author/JAC)