Reviews student development theory and outlines obstacles to and necessary strategies for implementation of the student development approach to higher education. Such efforts support liberal arts objectives by helping students become more efficient users of academic and student life programs. (JAC)

Reviews over 100 school-based outcome studies concerning humanistic education. Describes evaluation features (i.e., sample size, design), five categories of findings (discipline, achievement, intrapersonal functioning, interpersonal functioning, and extrapersonal functioning), and uses five studies as examples. Also discusses the influences of the…

Examined whether graduate students (N=40) experienced developmental transitions similar to those suggested in adult development theories by using a structured interview protocol to collect data on developmental tasks. Findings indicated that the developmental transitions reflected in a composite developmental framework were applicable to graduate…

A longitudinal study of personality styles and empathy at the University of Montreal to describe the characteristics of entering freshman medical students and to study changes during medical training is presented. Leisure-time activities and interpersonal relations seem to be little help in predicting capacity for empathy. (MLW)

Analyses the effects of the social and academic environments at White campuses on Black students' persistance toward graduation and personal development. Offers several recommendations to facilitate greater acceptance and success of Blacks at predominantly White institutions. (APM)

Summarizes affective education programs and evaluations of effectiveness of these programs. Specific objectives of curricula cluster into three areas--internal-emotional, cognitive, and overt-behavioral. Results indicate that programs produce measurable outcomes in all areas, although evidence of effects is less impressive in the…

Facetiously examines heuristics in mumbling, staring, moving, doodling, and noise that can be used by writing teachers to help their writing students with rhetorical invention. (RL)

A survey of teachers indicates that they practice grade repetition although research does not show any benefits from it. Suggestions are made for inservice programs acquainting teachers with research and alternative practices. (CMJ)

Education in its root meaning refers to the process of "drawing out" from the person that special uniqueness that is there. Given the different settings of family and school, what each knows about a child is often slightly different. A sharing of their perceptions can be extremely valuable to both. (Author/SJL)

Examining research inspired by Kohlberg's moral development theory, the authors highlight some conceptual and methodological weaknesses and present the practical and theoretical limitations of implementing Kohlberg's ideas in the classroom. (SK)

Offers a number of techniques designed to challenge or alter or disrupt how a student perceives reality, thereby facilitating student development in creative thinking. (RL)

Educators can help high school and lower college students to prepare for life's challenges by encouraging their scholarly efforts, aiding them in clarifying and focusing their values, giving assistance with career education, and counseling them about the advantages of cocurricular activities. (Author/SJL)

Current demands on college counselors for systematic, accountable designs for student development services has required action without the necessary tools. One of these necessary tools is a needs assessment methodology. A methodology for needs assessment is discussed. An example is described. (Author)

Discusses how biology teachers can design or adapt existing laboratory and field experiences to promote reflective thinking and self-regulation of students. (HM)

"Trick" your students and treat them to an uncustomary classroom celebration. (Editor)