An interview with Dr. Arthur W. Chickering, leader in higher education, student development theory, and student activities, is presented. The role of student activities professionals is discussed. Seven vectors of student development are identified. (MLW)

Reviews Caple's article on organizational change as applied to student development. Discusses Caple's ideas of self organization, autonomy and planning as management. Poses questions for personnel workers on implementing Caple's ideas. (Author/ABB)

Describes the residency teaching experience of graduate students involved in the Drumcroon Critical Studies in Art Education Project. Focuses on three-way relationship between pupil, artist, and environment showing how this relationship helped produce a successful program. Graduate students are "practically" educating students in…

Reviews selected research on spelling from grade 1 through college, examines the implications and suggestions for instruction; and describes specific activities that teachers may introduce to developing spellers. Reports that both systematic instruction and exploratory learning environments contribute significantly to spelling improvement. (KH)

Psychometric problems and potential design flaws must be considered as institutions attempt to document the influence of the college experience on student development. Problems related to conceptual issues, psychometric questions, or research designs are analyzed. (MLW)

Institutional researchers must bring measurement theorists and assessment practitioners together to develop new and more suitable methods for assessing developmental changes in groups of students. (Author/MLW)

An analysis of the Washington Center internship program suggests that powerful and appropriate learning results when internships give students an experience of intense involvement, coupled with sustained, systematic reflection. The Washington Center works in partnership with over 600 institutions and internship sites in Washington, D.C. (MLW)

Results of the second research project in the Oregon Developing Understanding of Self and Others (DUSO)-2-Revised Research Studies Series suggest that the DUSO-type programs may be imperfect tools for building a complete cognitive, affective, and behavioral structure for developing self-esteem and social skills. (ABL)

A five-year-old hearing impaired girl who arrives at a residential school for the deaf without having had the opportunity to learn to communicate goes through the early stages of writing development. Similarities between the developmental stages of oral and written language and the importance of providing behavior models are discussed. (VW)

The early field experience of three teachers is used to explore its potential and actual contribution to the development of the teacher. The potential benefits and limitations of this early experience are discussed. The article concludes with recommendations and questions for further study. (Author/MT)

Responds to Caple's self-organization paradigm of student development, where humans are viewed as open systems, unstable because of continuous exchange of energy with their environments. Corroborates the inevitability of disequilibrium in human existence but is disturbed by the notion of random determination of second-order change. Raises…

A moral development scale (Defining Issues Test) administered to students as entering freshmen and 4 years later indicated a significant decrease in conventional reasoning and an increase in principled reasoning. (Author)

Presents a conceptual model which focuses on goals of student government in residence halls. The model has two fundamental processes. One focuses on short term goals and activities catering to creation of environment. The second has long term effects referred to as lifelong personal development. (JAC)

Evaluated an assertion training program for adolescents (N=23) in a middle-school setting. Results showed the group who received the training significantly improved their scores on the Piers-Harris Children's Self-Concept Scale and the Intellectual Achievement Responsibility Questionnaire. The control group showed no change in their scores. (JAC)

The important impact of musical (aesthetic) education on developing a value system that maximizes the humanizing process of each individual is discussed. Music educators must act as purveyors of the culture and develop music curriculum in which students will participate. (BS)