Six alternative school programs are evaluated to provide additional insight into their effectiveness in (1) promoting cognitive achievement, (2) developing positive student attitudes and self-concepts, (3) developing positive behavior change, and (4) providing long-term benefits to the students. (MJB)

Argues that increased collective parental rights in the struggle to run schools can still lead to many parents feeling even more excluded. (Editor/RK)

Educational innovations are frequently undertaken with little or no planning. There are occasions, however, when it is possible to define educational problems with some precision and to plan changes which will "solve" these problems. Here is a report on such a case in the teaching of introductory anthropology at a large land-grant university.…

The author focuses on the pastoral care provided for pupils during their secondary education. He reports the results of his findings after a Sabbatical leave when he examined the house system in comprehensive schools, its characteristics and attitudes of pupils toward their houses. (Author/RK)

Discusses the disparities in allocating money for education, the influence of the dollar in making positive change, redressing inequities through the courts, and the road to reform. (Author/RK)

The role of the middle schools in promoting adolescent development and the areas in which the curriculum can help children make the difficult and critical transition from childhood to adolescence are discussed. (MSE)

A University of Maryland program of required upper-level undergraduate courses designed to foster intellectual maturity consists of a selection of general education courses reflecting the interests of individual faculty members and using more sophisticated intellectual skills than most distribution courses. (MSE)

Presents the use of puppetry as a school guidance technique which meets the needs of both education and developmental guidance in that it provides the student with educational experiences, while it promotes the understanding of self, feelings, attitudes, and behaviors. (ABB)

Applauds Caple for his application of general systems theory to student development and student personnel, but cautions against the overgeneralization of applying paradigms from other fields to student development and psychology. Urges practitioners to be clear on the concepts before using them. (Author/ABB)

Responds to commentaries on his article on self-organization theory. Makes the point that student behavior cannot be understood outside of its environment nor can the campus environment be understood apart from student behavior. (ABB)

Calls for discontinuing the teaching of the "masterpieces" and modern art in the British primary school. Argues that images of a wider, more accessible kind should form basis of primary visual education. Concludes that children should have a foundation in disciplines such as history, sociology, and art before sophisticated visuals are…

Describes an "Improving the Human Environment of School" (IHES) group. Shows counselors how to facilitate such a problem-solving group which has as its purpose the improvement of the school's human environment so as to increase the students' achievement and promote their development. (ABB)

Examined relationship between career choice satisfaction and vocational decision making uncertainty and college freshmen's developmental level on Kohut's idealization construct for 476 entering students who had selected majors in engineering and technical sciences. Results support importance of idealization construct's relation to career choice…

Leadership is different from management, but much of the confusion about leadership stems from equating the two. The differences between leadership, involvement, and management are discussed. Leaders have vision, power, are doers, embrace conflict, and meet the needs and wants of followers. (MLW)

Examines effects of wilderness orientation program at the University of New Hampshire specifically designed to reduce student attrition and assist in the development of first-year university students. Reports higher first-year grade-point averages and greater levels of student development among participants. (NEC)