Asserts that by educating young people and by setting an example, teachers and schools can play a significant part in the important crusade to eliminate sweatshops. Reports on what schools, businesses, and others are doing in this crusade. Puts forth ideas for how Catholic schools and the individual can help. (VWC)

Descriptive study of factors influencing the development of beliefs about learning and knowledge among South Korean high school students. Finds that three of six developmental factors affected student beliefs: age, GPA, and independent self-construal. Compares findings with those of previous U.S. studies. Concludes that findings support the…

Proposes that results-based comprehensive guidance and counseling programs provide school counseling a framework within which the field can define itself as well as react effectively in response to trends. Explicates the interrelated structure between a comprehensive program, effective school environments, and the promotion of successful…

The self-theories of students and teachers are a neglected aspect of higher education, yet are important mediators of students' development and achievement. Theoretical considerations and empirical findings are brought to bear on the implications of self-theories for student development, and for the development of academic staff.

Educating the whole student requires addressing spiritual development and is best accomplished through an integration of academic and student affairs.

The purpose of this study was to investigate the extent to which student involvement experiences impacted educational outcomes for African Americans in college. Overall, the results of the study indicated that in-class and out-of-class experiences positively impacted student development for a nationally representative sample of African American…

There is a distinct difference between preventing a problem and promoting students' emotional and intellectual development. Today's schools, with their focus on standards and accountability, frequently use a risk-based problem-prevention approach in both policy and practice to address young people's drug use, delinquency, unsafe sex, violence, and…

Examines to what degree high-risk college students possess self-authoring ways of knowing and what types of experiences are associated with development of self-authoring ways of knowing. Findings suggest high-risk college students often develop self-authoring ways of knowing prior to enrollment in college. Presents a model of self-authorship to…

This paper reports the construction of a teacher rating instrument designed to monitor the social and emotional development of school age children and young people (4-17 years). The instrument was developed by reviewing previously implemented checklists to build an extensive list of behavioural and emotional criteria and through the use of focus…

This study poses two questions that grow out of the student involvement theory: First, what is the relationship between different forms of involvement? Second, what are the optimal amounts and combinations of different forms of involvement for students' cognitive and affective growth? Involvement in academic work and involvement in student clubs…

Recognizing barriers to academic success and full student development, some of which are medical in nature, is a primary task of school psychologists. Expanding biomedical information compels school-based psychologists to collaborate with medical professionals when their input can clarify diagnostic issues and expand treatment choices. This…

The use of "neutral or unsure" on an instrument designed to measure identity development in college students was explored. The nominal response model from item response theory was used to evaluate whether "neutral or unsure" was used more frequently by those at low or middle levels of development; the results depended on the subscale and sometimes…

Progress files, involving personal development planning (PDP), are becoming a feature of many higher education systems internationally. In the UK they will become mandatory for all undergraduate students from 2005. This presents a major implementation challenge, because while reflection has been a cornerstone of practice in some areas of higher…

This qualitative study compares experiences of two groups of senior women undergraduates: those who did and those who did not have a postgraduation plan. From analysis based on two constructive-developmental models, different paths emerged along the continuum from exploration to commitment. These findings suggest implications for career centers,…

A high-achieving district discovers some have been left behind, but teachers find a new way of working that helps more students succeed.