Discusses issues related to the shifting beliefs of placed children entering adolescence concerning parental love and the meaning of placement. Issues include children's uncertainty about earlier explanations and ways foster and adoptive parents can help adolescents.

The rationale of a School-Based Teacher Education Program is given. Five different supervisory models which constitute a developmental approach to supervision are described. This approach is considered in the context of extant approaches and of teacher reform. (JL)

Considers the period of adolescence and describes how cognitive-developmental concerns might apply to the understanding of adolescent problems in interpersonal and affective adaptation. Also investigates ways in which intervention practices with adolescents might be placed within a cognitive-developmental context. (PCB)

Reviews life cycle theories of developmental psychology and examines their applications in addressing the needs of adults who work in schools. Structural changes are needed if schools are to be responsive to the developmental needs of adults. (BJV)

Mature teachers become dissatisfied with their profession because it often retards their developmental growth. Teachers can be revitalized through the development of mentor programs, which promote adult growth. An empirically proven model for a mentor training program is described. (BJV)

The population of the United States is changing, both in age and composition, and the average age of teachers in both elementary and secondary schools is getting older. Talented and committed new teachers should be recruited, and special attention should be given to address the needs of older teachers. (BJV)

Assessed identification with same-sex parent and decision-making style for late adolescents classified by Marcia's (1964) criteria as identity achieved, foreclosed, moratorium, or diffused. Foreclosed subjects were more impulsive, male moratorium subjects more reflective, female moratoriums more impulsive, and diffuseds more reflective, than…

Focuses on three interrelated issues: (1) developmental theories of humor (2) variables that facilitate children's responses to amusing literature, and (3) strategies for the evaluation and more effective use of humorous children's books. Provides examples of books, an overview chart of the general chronology of children's humor development, and…

Examines the communication strategies adopted by people of differing ages attempting to perform a referential communication task and to determine their ability to adapt their strategies to various task conditions. (HOD)

Issues concerning psychology and education that were raised at the 1983 British Psychology Society Education Section Conference are discussed. With respect to teacher training courses, a major issue is whether only practical experience and reflection on the experience can make theoretical learning relevant and usable. (RM)

Reviews current theories of humor development, discusses the interaction of humor with other developmental areas (including cognitive development, personality development, creativity, and moral development), and suggests ways in which research can be applied in the early childhood classroom. (Author/DST)

Found that teachers perceive that their students (1) have developed many behavioral conversational skills prior to contact with school and (2) reveal very little development in their emotional expression abilities. (PD)

Investigates developmental changes in the accuracy of aimed movements made to an illuminated target lamp by children between the ages of 1.5 and 8 years. Shows accuracy decreased with decreasing availability of visual information and improved with age under all conditions. (HOD)

The role of syntactic/semantic structure in the motor programing of speech by five-year-olds, eight-year-olds, and adults was investigated. Repetition durations were found to be shorter for simple than for complex sentences at all ages. However, linguistic complexity affected durational variability only for adults. (Author/SED)

Reports two experiments showing a possible developmental shift from memory organization based on associative criteria to an organization based on categorical criteria. Children in first, fourth, and seventh grades were given a sort/recall task with items that could be organized into groups of categorical or associative pairs. (Author/CB)