Teachers are responsible for pupil progress-when they do make progress. Author asks who is responsible when they do not progress and offers some suggestions. (Author/RK)

Attention in this essay is given to Lowenfeld's theory of the distinction between visual and haptic experience and its influence on his theory of creative self-expression. (Author/RK)

Suggests a list of responsibilities and duties for counselors concerned with student career development and which will free counselors from tasks beyond their province. (RK)

Results of the study indicated the teachers gained significantly in interpersonal skills in a counselling relationship but that the acquired skills did not transfer to classroom interation. (Author)

Article presents a study to determine whether the apparent benefits of ITA over TO were long-lasting or ephemeral. (Author)

Author stimulated an 11th-grade Arkansas English class to increase self-confidence and improve reading skills by reading plays aloud in class, each student taking turns at the parts. Class then produced a play for the public, the first in this school. (PD)

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)