Discusses several experiential education learning models and explores the concept of "processing" as an integral component of experiential learning. Presents a method of approaching the design of processing activities and makes suggestions for successful use of the method. (SB)

Discusses the how many and how much lesson (how many people can acquire the rudiments of education, and how much they can learn), and the how few and how little lesson (how few of us assimilate the educational experience, and how little of the distillate consciously affects our decisions and actions). (CT)

The critical years between ages 9 and 15 are an ideal and essential time to teach those students to accept responsibility for the consequences of their own behavior, to recognize that mistakes can become opportunities for learning, and to help them learn how to formulate and live with classroom and community rules that promote responsibility,…

Written by 10 middle school students, this booklet provides information needed to become a youth consultant in the service learning field. Section 1 provides a job description of a youth consultant. It lists duties of a youth consultant at school and locally, statewide, or nationally. Section 2 sets forth the selection criteria for youth…

A student describes his need for experiential learning processes and the extent to which the School for Educational Change and Development at the University of Northern Colorado has fulfilled that need. (HMD)

An alternative school for problem students (aged 12-19) was established in Grand Rapids. Innovative features include a contract learning package (providing help in remedial skills), a "free room" (where students spend reward tokens) and group counseling. Evaluation indicated parent and student approval and student progress in academic and social…

Development by a university counseling center staff of a training procedure to help students interact productively in small groups to learn academic material is described. After refinement of the program (entitled Education Through Student Interaction), emphasis was placed on teaching faculty to train students by means of this procedure. (Author)

Unless students on all levels are guaranteed an appropriate share of power in determining policy matters directly affecting them, our school system will not produce appropriately educated citizens. (Authors/JA)

The Bankruptcy Reform Act specifically prohibits discharge of educational loans. This statutory exception is discussed and information is provided for lawyers handling loan collection. The anomalous situation created by the chapter that does not specifically discharge educational debt is also described. (MSE)

Discusses student rights and responsibilities, the role of the court, and the role of school officials in matters concerning student discipline, disruptive behavior, and violence. (MJL)

Argues against putting students into "pull out" programs without considering exit criteria and teaching strategies. Offers guidelines for such criteria and strategies.(FL)

Discusses the need for a change in instructional concepts to improve cost-learning effectiveness. Examines individualized instruction (student responsibilities, teacher role, preparation of materials, teacher-student interaction, student goal-planning, and teacher and student responsibilities) and changes in business education. (CT)

Describes a study of the Individualized Learning Activity Program (ILAP) which permits a variety of activities, develops individualism in some tasks and cooperativeness in others, and allows the student to share in the responsibility of assignment selection and progress monitoring. Students and teachers indicate a consistent positive regard for…

Preliminary test results indicate that the University of Massachusetts (Amherst) Demonstration Alcohol Education Project was successful in increasing student knowledge about drinking, changing behaviors that promote alcohol use, and promoting responsible decision making about alcohol use. (CJ)

A survey of fourth grade students' attitudes on the quality of their school life and their satisfaction with school reveals that the more favorably children feel toward school, the more likely they are to accept responsibility for their performance. (CJ)