Reviews how students' ethnicity shapes the goals of preventive interventions, the methods of program implementation, and program impact. Argues that workers must examine the underlying assumptions that guide definitions of social competence and methods of behavior change in intervention programs. Programs should be tailored for each ethnic group…

Critical themes and specific alternatives for helping adolescents with disabilities to avoid severely limiting their life choices are discussed. The themes concern relating learning experiences to the youth's life, providing experiences that allow and prepare youth for adulthood, and adult caring and advocacy for youth. Interventions supporting…

The author reflects on his experience as an Outward Bound instructor at a large high school in New York City, where he collaborated with an English teacher in developing a curriculum that balanced academic with experiential learning. Describes a five-week unit in which a rock climbing experience was integrated with traditional English teaching…

Discusses the debate on curriculum content and quality for children with profound and multiple learning difficulties. Points out that new and imaginative patterns of teaching and learning need to be explored across those children's lifespans. Suggests that through high quality early intervention and an innovative curriculum, educators must ensure…

Examines questions related to the identification of gifted children, and the special activities and accommodations that should be provided for them. Suggests that young gifted children have advanced understanding and/or performance in a variety of areas, which requires the development of a challenging curriculum and appropriate educational…

A survey of 124 academically gifted secondary students who participated in the 1992-93 Utah Talent Search program focused on student experiences, attitudes toward teachers, self-perceptions, and career plans. Students reported a wide range of program options in elementary school but only honors and/or advanced placement classes at the secondary…

Explores teachers' tendency to adopt the "average" student as a reference point on personal and interpersonal dimensions of classroom life. Suggests that while reliance on this average might seem a solution to the problems of organizing learning for large groups, at a personal level, average children may be experiencing school life as a mere…

Elementary school teachers, administrators, and counselors need to implement educational strategies that effectively help children develop skills necessary to manage technological demands and interpersonal challenges related to living in a highly diverse modern society. Discusses projects and activities that involve the use of computers among…

The study of liberal arts and sciences and teacher training have drifted apart, reinforcing polarities between theory and practice, intellect and action, collaboration and competition. Brooklyn College (New York) has reorganized its curriculum to bring them back together. Students write and reexamine autobiographical accounts of their own…

Seven papers present a new paradigm for understanding the sources of motivation and how it can be enhanced in high-risk students. Major parameters include the importance of reflective self-awareness, the realization of personal autonomy and agency, and the importance of support from personal relationships. (SLD)

Reports findings of University of Bristol's Primary Records of Achievement Project. Discusses strategies for developing primary school records of achievement (ROAs), examining four examples of how local education authorities (LEAs) have implemented ROAs in primary schools in England. Presents six substantive issues emerging from research on…

Advocates developing Soviet secondary students' understanding of economics, conservation consciousness, and practical skills. Outlines several rural programs that involve students on collective farms and in school activities that promote these skills. Recommends teachers and youth organization leaders accommodate student age differences and…

The mentorship component of Project Synergy at Teachers College, Columbia University (New York), develops the talent of potentially gifted, economically disadvantaged urban kindergarten children, by matching them with mentors from a school for gifted urban minority middle school students. This paper describes training, the mentoring relationship…

Two models of service delivery to college students with disabilities are compared: the traditional model, in which student personnel staff are responsible for providing services, and a student development model, in which student and staff work together, with the student more often than not taking primary responsibility for making things happen.…

Problems encountered by first-year social science doctoral students in adjusting to their new status as novice researchers are examined, including intellectual solitariness, professional and social isolation, new work organization requirements, anxiety concerning time and productivity, intellectual life, and supervision. Factors contributing to…