Data from a random sample of 421 teachers in Minnesota public schools indicated that, while the lecture method was used most extensively, simulation or on-the-job training was perceived as most effective in human relations training in terms of both teacher satisfaction and personal growth. (CM)

Compared the personal development of college sophomores who stayed in the dormitory with those who moved off campus. Results indicated that students who stayed in the residence halls were less well-developed in emotional autonomy, independence, educational goals, and vocational awareness. Suggests a need for developmental programming. (JAC)

The major advantage of criterion referenced tests (CRTs) over norm referenced tests (NRTs) is that CRTs yield specific information about student skills upon which educators can plan individualized instruction. Individual education with a strong emphasis on teaching students specific skills will be enhanced by the committed use of CRTs. (Author)

The writings of Abraham Maslow are analyzed to determine the meaning of the psychological term "self-actualization." After pointing out that self-actualization is a rare quality and that it has little to do with formal education, the author concludes that the concept has little practical relevance for teacher education. (PP)

Legal education is on one hand professional education in the traditional sense, and on the other a liberal education. Its ultimate concern is not with students' competence at imitating other lawyers, but with the development of an individual's own capacities, sensibilities, and styles. (MSE)

Discusses a preventive approach to health which incorporates an understanding of how stress operates in modern organizations and its effect on organizational members. Describes two impact studies that suggest stress and life-style management training have a positive outcome. Suggests a protective health-management paradigm. (Author)

Reviews 28 controlled studies of growth group outcomes to evaluate their effectiveness. Assessed outcomes in terms of self-actualization, interpersonal orientation, attitudes, personality, and behavior. Given the low frequency of enduring changes, there seems to be only scant evidence to suggest lasting positive effects due to growth groups.…

Suggests that learning is a process undergoing change from infancy to adulthood and that the more consciously aware the learner is of the process, the more the learner can be in control. Presents the Performance Pathfinder Plan as a model of appropriate adult learning. (Author/DC)

An effective sex education curriculum deals with both feelings and behaviors. It must address decision making and problem solving in regard to relationship formation, readiness for intercourse, use of contraception, child rearing, and social responsibility and should be incorporated into education throughout the educational process. (JN)

The gap between the university's promise and its delivery is seen as not just a failure of teaching technique, or of the general fallibility of tutors and students alike. Rather than try and devise new teaching methods and new curricula, the university needs to recognize that it has failed. (MLW)

Briefly describes the first Independent School Sexuality Seminar held in June, 1979, and discusses eight elements which separate the teaching of human sexuality from that of other disciplines. (SB)

The author suggests that the primary purpose of vocational education is to promote human development by exposing the learner to intrinsically meaningful activities. The criterion for evaluating vocational education from this perspective is the growth of students' personal qualities. (SK)

Recent trends in institutional accommodation of adult students in postsecondary education are discussed, and five key issues are identified: integration, transition, developmental research, leadership and faculty redirection, and fair pricing of programs. It is argued that a commitment to serving learners of all ages gives institutions a new sense…

PAPA: Plans, Action and Progress Assessment, a process whereby the professional educator can effectively organize professional growth and development efforts, is presented. The process can also aid teachers, counselors, professors, or administrators in improving job performance. The three parts of the program are described. (CT)

Describes an alternative approach to retraining courses for unemployed executives--management and professional personnel--in which a more personalized, self-pacing learning structure accounts for the unique difficulties of these students. (MF)