Describes new kind of group experience being made available to students. Student participants learn to listen to each other better, to feel more positive about themselves, and to be more comfortable with their feelings. Use of volunteer nonprofessional group leaders and group supervision format for leaders makes program cost efficient. (Author)

Examines the problems of a gifted student going through elementary and secondary school and suggests some guidelines for parents and teachers in helping these students to satisfy their emotional needs. (RK)

Describes a three-pronged program on teaching human relations in the classroom. (Author/RK)

The author presents illustrations of the use of student development theory for college, classroom, and individual levels. The direct use of theory in the practice of student personnel work is discussed. Presented at the American College Personnel Association Convention, March 1977, Denver, Colorado. (Author)

Student cultures and the influence they have on students' growth and development have to be of interest to student development specialists unless the student development emphasis in higher education is to continue to be partial and incomplete. Presented at the American College Personnel Association Convention, March 1977, Denver, Colorado. (Author)

Although little has been written about Cuban-Americans, they constitute a large minority group in the United States. This article discusses the needs of Cuban-American college students, cultural attitudes that affect their vocational development, and program suggestions that meet their vocational needs. (Author)

Author visits a progressive school which has no headteacher, and a policy of taking children labelled as troublemakers by other schools. (Editor/RK)

Describes the Live, Learn and Teach program, an eight-day wilderness experience in New Hampshire's White Mountains, designed to develop student teacher relations. It includes six weeks of curriculum-design sessions and a practicum in which teaching teams experiment with new skills and behaviors as they design and carry out an activity-centered and…

Thousands of low-income minority students now hold secondary school diplomas from NAIS member institutions. Discusses the learning experiences and attitudes of these students, who are recruited, placed, and supported by an organization called A Better Chance, Inc. (Author/RK)

The Hazen Foundation screens proposals, scouts projects in all parts of the country and annually funds three dozen programs and organizations. The foundation's overriding and continuing concern has been American youth and the environment and values that guide the development of young people. (MLW)

Discusses the development of ethnic self-awareness, theories of black self-concept and their educational implications, and recommends ways in which teachers can enhance self-concept among black students (e.g., by using goals/objectives that are challenging, but obtainable; encouraging student-directed learning; encouraging self-evaluation; and…

The integration of learning and knowing is not simply a matter of application but rather an ongoing interactive process in which both knowledge and experience are repeatedly transformed. Two models of the integration of knowledge and experience were used at Alverno College. (MLW)

A questionnaire survey assessing attitudes of 50 deaf adults toward sign language systems used in schools found the majority supported American Sign Language and Manually Coded English-Pidgin with some reservations. Respondents were also concerned about needs of individual deaf children and deaf adult involvement in educational decision making for…

One means of addressing the need for student leadership education is the weekend retreat. Putting together a successful retreat experience involves assessing the needs of the target group and evaluating resources available; developing ownership and advocacy for the retreat; establishing learning outcomes; designing the format; and implementing the…

A study of the effects of a pre-freshman summer session on the academic, personal, and social development and retention of a group of Black Clemson University students found no better academic performance or retention than for a control group, suggesting that the program's assumptions were flawed or inadequate. (MSE)