Examines why editors publish certain books and trends in book publishing: memoir, business, management, history, spirituality, religion, science, self-help, and fiction. Provides an annotated bibliography of 21 books predicted to do well in the fall of 1997. (PEN)

Recent research has established closer links between language, cognition, and social life than Piaget or Vygotsky imagined. Connections have been established between object permanence development and acquisition of disappearance words and the quantity and quality of child-adult joint attentional social interactions and children's early word…

Considers the mind of the epistemic psychologist, a constructivist knowledge creator within a scientific framework, guided by the social world of scientific institutions. Suggests that Piaget and Vygotsky shared respect for complexity of phenomena and were consistently developmental in their theories. A reconsideration of their common heritage…

Examined predictive relations between infant assessments and behavior problems at age 7 in a low-income sample. Found that disorganized infant attachment behavior and below average mental development at 18 months were associated with externalizing behavior at 7 years. Avoidant infant attachment behavior was associated with later internalizing…

Examines differential patterns of college students' self-perceived growth within the framework of a theory of vocational choice/personality. Findings support the theory's premise that distinctive subenvironments encourage, reinforce, and reward distinctive attitudinal and behavioral patterns. Implications of the theory's potential to promote…

Reviews "On Claims That Answer the Wrong Questions" (James Greeno, 1997) that argues differences between situative and cognitive views of learning are more conceptual than empirical and suggests a need for something greater than empirical evidence to assess the relative worth between these competing perspectives. Additionally reviewed is…

Argues the differences between situative and cognitive views of learning, as proposed by J. R. Anderson et al. (1996), are more conceptual than empirical. It clarifies these differences by inferring questions to which the Anderson discussion provided answers, identifies presuppositions of those questions, and states the different presuppositions…

Argues that the cognitive methodology has delivered real educational applications in a way that the situative methodology has not, and fundamentally can not, and suggests these two approaches should be judged by their abilities to improve education. It addresses each of J. G. Greeno's (1997) criticisms of the situative perspective and argues…

Used the experience sampling method to examine the psychological experiences of Italian adolescents in different leisure activities and their relationship to adolescent development. Found that structured activities, such as sports, hobbies, and reading related to high involvement, challenge, and experience of skills. Unstructured or relaxed…

This longitudinal study identified subgroups of rejected boys with different developmental pathways of aggression and prosocial behavior during middle childhood. Four subgroups were identified associated with different patterns of sociometric acceptance and rejection over time and with social emotional adjustment in the last measurement wave.…

Interviews visitors at the Australian National Science and Technology Center. Reports that when using an exhibit, visitors experience a reminder of a similar experience that forms the basis for interpreting the exhibit. Proposes a model for "personal awareness of science and technology" (PAST) which is used to interpret learning results…

Proposes the educational activities in a modern, multicultural society and explains that these aims have strong implications for the ethical import of music education. States that music has a significant role in the personal and social development of students. Discusses the potential impact music education has on society. (CMK)

Provides a brief overview of the history of faculty development efforts at community colleges and a summary of the research. States that successful faculty development programs must have administrative support, be formalized, have structure, be goal-directed, have faculty ownership, and be valued by administrators. (Contains 21 references.)…

Research suggests eight universal features that should be present in all youth development programs. Each feature is named and described, opposite poles are noted, and camp-specific actions to incorporate the feature are listed. A flow chart presents a series of questions to help camp administrators determine whether these features are present in…

Analyzes the teaching portfolios of eight novice geography teachers focusing on how useful portfolios are for teacher development, what the portfolios reveal about their teaching philosophies, what can be learned about the experience of novice teachers, and the extent of discipline-specific material present in the portfolios. (CMK)