This edited collection of occasional papers and reports by Harvard's director of the Bureau of Study Counsel addresses questions of student learning and intellectual development, the role of the faculty and advisory agencies in encouraging students' intellectual growth, and the nature of advising and counselling. (Author/LBH)

Presents observations on individual cases of inter-generational conflict in the framework of the self-image crisis (Wittenberg, 1968) and the struggle for identity formation. (Author/RK)

Describes the origins and transformation after 1854 of the Scottish ragged school into certified industrial schools. Attempts to set the movement in the wider British context and to find the roots of the distinctive features which led contemporaries to refer to "the Scotch system". (Author/RK)

Discusses three concurrent life crises--social puberty, advancement to a higher class, and occupational specialization--that are faced by college students and that are reflected in the freshman English experience. (MB)

A study examined the rate of college students' perceived social and actual academic development during the freshman and sophomore years and the influences on that development. (Author/MSE)

Investigates Michael Polanyi's theory of emergence of the framework for tacit (personal) knowing, its function in the reasoning process, and the significant role art can play in the development of personal knowledge. States that intensive study of works of art will enable students to make discriminating choices that ultimately evolve into personal…

Discusses several problems confronting education in the United States, argues that music educators are among the most guilty of avoiding and even discouraging creative thinking. Presents a model of creative thinking in music and examines the conditions of motivation and environment that are important for child development. (GEA)

Students of Concord School, Maryland, a facility serving moderately retarded youth, participate in a school newspaper project designed to assist in their integration into society. Highlights the success of the project, which involves students, teachers, interns, and local corporations. (RJC)

Developmental patterns of responses given by 34 school-identified learning disabled (LD) and 40 normally achieving (NA) students (ages 9-14) on the Perceived Competence Scale for Children were investigated. Although relatively more negative than the NA students, LD children did not become more negative about themselves over a two-year period.…

With a knowledge of students' thinking processes, activities advisers and leaders can design environments for maximum learning and development. An interpretation of Perry's model of intellectual and ethical development is provided. (MLW)

By working more closely and intensively with a few students, particularly in leadership training, campus activities educators can multiply the effects of their efforts and find the time they need to face new challenges. Mentor programs, workshop leaders, campus leaders roundtables, etc. are described. (Author/MLW)

Investigates campus ecology from several innovative perspectives, considering both theory and practice. Conceptualizes current functions of the student affairs administrator playing a key role in higher education and articulates how campus ecology and student development theories complement each other when applied through a systems approach to…

Asserts that the development of the whole person can be accomplished by focusing on ecological, wellness, and developmental approaches in student life programming. Provides theoretical formulation of how campus ecology, student development, and wellness theories interface with one other. (Author/NB)

Addresses the design and outcomes of Foundations of Leadership Development, a new leadership development program at Brigham Young University. Describes the program from a broad-based, theoretical point of view using ecological and developmental theory and explains how a student leadership class can have a significant impact on the ethical…

Summarizes reliability and validity studies reported about the Student Developmental Task Inventory, second edition (SDTI-2), an objective assessment instrument based on Chickering's theory of psychosocial development described in Education and Identity. Outlines other findings related to differences in psychosocial development. (Author/ABB)