This article attempts to trace the structural reorganization through the stages of planning, transition, implementation, and reevaluation. It is hoped that the following discussion of some of the critical incidents and problems of reorganization may have relevance to similar restructuring efforts on other campuses. (Author)

This paper presents a comprehensive theory of the development of morality in childhood. It is intended to serve as a basis for understanding the dynamics of value acquisition and preparing suitable educational strategies. (Author)

Argues that a mastery of teaching methods is insufficient as a guide to understanding the developmental learning processes they are supposed to produce; and that these processes, when they occur in a management development program, are not controlled by the educator alone. (Author)

Rehabilitation services need to state their objectives, taking into account needs of the individual, age distribution, work attitudes, and evaluation of vocational placement. (AG)

Author contends that teachers need to teach for the present rather than for the future. Teachers should relate to their students as human beings, to put humaneness first in schools and to emphasize the nonintellectual areas of human development. (Editor)

Suggests that a good way to revitalize after a year of teaching is to become involved with art at museums or through books. (RB)

Development in a child of a sense of his own worth. (CK)

This study focuses on efforts in one school system through an internship program to ferment changes in individual progression models. (Editor)

Discusses how teachers can help students clarify their goals, values, and beliefs so that they can develop positive self-concepts for positive self-directed action. (Author)

The disadvantaged child is one who cannot be happy or courageous, regardless of race, intelligence, or income. The most important factor in the child's personality development is love. (DM)