Author examined the nineteenth century educationalist's concern with excessive pressure on school children. (Editor)

Compared changes in students (N=33) who took a traditional psychology course or an experimental course which included personal growth experiences as well as didactic material. Results showed significant changes on measures of self-actualization for the experimental group and support the use of growth experiences in an academic framework. (JAC)

Career development may be conceived in a broad way as providing the opportunity for children to learn the academic, personal-social, and occupational knowledge and skills necessary to attain economic, personal, and social fulfillment. (SEW)

Twenty-four Greek mountain village children were studied to examine the expectation that early, environmentally induced, cognitive retardation may be partially reversible. Children were tested at six and one-half years and again after four and one-half years of schooling. The results do not support such an expectation. (Author/PN)

Examined the perceived orientation needs of college freshmen and transfer students (N=527) and whether these needs were met or unmet. Results showed that new students, both before and after orientation, saw academic and career planning as the primary objective of an orientation program. (WAS)

Describes the four steps of critical reading adapted to the model of reading proposed by W. S. Gray: (1) the perception of the connotative power of words, (2) the comprehension of persuasive language, (3) the reaction of judgment, and (4) the integration of monitoring devices. (FL)

A student development instrument, the Scale of Intellectual Development (SID), designed to measure a model of cognitive development. Validated the instrument with a sample of college freshmen (N=3,321). Results suggest that the SID has promise as a student development instrument; however, additional validation evidence needs to be collected. (RC)

Describes a graduate student needs assessment study including test construction, pilot study and test administration. Presents student needs in rank order and discusses differences by sex, race and marital status. Presents implications for student development professionals. (Author/RC)

Observes that children are ready to write when they understand what writing does, when they are interested in writing, when they want to communicate through writing, and when they understand that written symbols represent meaning. (RL)

Explores the intended outcomes of marketing (e.g., attracting new students who differ from the traditional ones and who require different programs and services) and discusses the resultant problems for student development programs. Presents strategies for preventing these problems, founded on careful, knowledge-based planning of marketing and…

An advising center staffed by residence hall coordinators at the University of Northern Iowa is described. Major factors for success are identified: awareness of perceptions that facilitate or inhibit establishment of advisory roles, definition of responsibilities, and definition of how advisors relate to other resources. (MLW)

Describes the value reasoning approach to values education in which students learn to reason logically about values issues. The approach helps students to think more clearly about their own and others' value judgments, to examine value systems objectively, and to deal constructively with value conflict. (Author)

Offers a "slide rule" model of learning behaviors and interrelationships among the four domains of learning (affective, cognitive, psychomotor, and perceptual) to help vocational-technical educators structure learning outcomes. (SK)

Applies components of visual literacy to language acquisition and the development of language skills. Lists visual language competencies, with examples and suggested learning activities. (RL)

Five goals are suggested for making a choral festival benefit participants musically: (1) meet the specific musical needs of the students; (2) expose students to a guest conductor; (3) acquaint students with a challenging repertory; (4) develop performance techniques; and (5) introduce teacher-conductors to rehearsal techniques. (Author/SJL)