Re-examines some of the ideas of the "Writing Across the Curriculum" project from a classroom perspective. (Editor)

Considers certain aspects of independent school life that obstruct communication between parents, students, teachers, and administrators. Attempts to define what a good school is and what parents should expect to be getting for their investment in a child's education. (Author/RK)

After noting the increased use of word processing equipment in business offices, the authors present 13 procedures that can be implemented in office occupations classrooms to enhance the curriculum and provide more relevant skills for students. (SH)

A complex paraprofessional training program for university credit combining both theory and experiential content and involving student affairs staff in a formal teaching role in an academic department is described. (Author)

Using data provided by 1,695 Australian primary and high school male students, this study examines the extent to which school grade is related to stages in vocational development. Both vocational choice attitudes (VCA) and realism of vocational choice increased with grade, but no "stages" in their development were evident. (Author)

Sixty kindergarten, sixty second grade, and sixty fourth grade students performed several memory tasks under one of six conditions. The conditions differed as to the method of presentation of information. The study focused on developmental changes in children's use of verbal, nonverbal, and spatial-positional cues for memory. (Editor)

The effects of television on young viewers has assumed immense importance due to the central role of viewing in the lives of children. Examines the results of an in-depth exposure of young children to television viewing. (Author/RK)

Self concept development in the child and the child's later ability to cope with life stress are inextricably related. Defines self concept and its three components: perceptual, conceptual, and attitudinal. Discusses the teacher's role in developing the student's self concept. (Author/RK)

Children who are "at risk" of educational handicap, or who are likely to show a poor response to the experience of school require special help and care at the earliest opportunity. Discusses the complex relationships observed between a wide range of conditions, personal and environmental, of a large group of school children, and their subsequent…

Using the Lazarus model, the author presents a reappraisal strategy to help students cope with inadequate, stressful social interactions. Identification of the unsatisfactory situation, generation of alternative interpretations and behaviors, cognitive rehearsal, and new response implementation are described. (Author/HLM)

Death education can help people learn about death, cope with it, and function resourcefully. A well-designed and carefully considered death education program must be made available to all students. It would be a tragic lost opportunity for our educational system if the schools refused to accept the challenge of death education. (Author)

Interdisciplinary approaches can unlock the doors between subjects and help kids blend facts, concepts and skills. (Editor)

Reacts to two articles on school-to-work transitions (also in this issue). Describes how both pieces support a developmental emphasis in school-to-work program implementation and examines some of the factors surrounding vocational issues. Relays personal experiences with vocational counseling and school-to-work activities and makes recommendations…

This article presents results of several studies examining differing perceptions of influential factors on gifted children's development. Parents, teachers, and gifted children were asked what factors, behaviors, and attitudes they saw as contributing to "giftedness." Implications for instruction and assessment are explored. (Author/PB)

The "Student Learning Imperative," as articulated by the American College Personnel Association, is put into context for college activities programming specialists. At its heart is the principle that intentional integration of curricular and cocurricular experiences must be the central focus of campus student affairs functions, based on…