Describes a classroom project at Lehigh University which integrates both academics and career development. Freshmen English students wrote letters to alumni requesting career information and prepared a publication called Alumni Career Profiles which became a career development resource. Student and alumni comments are included. (JAC)

Describes student organizational development as an evolving technology for conducting intentional student development. Reviews three general models for guiding this effort with emphasis on the CORE (Cohesion, Organization, Resourcefulness, Energy) Model. CORE can be used as a conceptual organizer, training or delivery model for student…

Discusses the role of the admissions officer in light of social influences on education. Emphasizes the importance of the relationship between the student and college and between the student and faculty. Challenges students and faculty to explore their limitations and live in the present as well as in the future. (JAC)

Proposes that the U.S. school system purports to prize human variability, but many educators are engaged in activities that seek to homogenize students. Describes these activities, including diagnosis, labeling, ability grouping, and positive reinforcement. Presents suggestions for counselors to combat sources of cloning and self-validation. (RC)

Discusses the benefits of using graduate student coleaders with student counseling groups, specifically groups of students experiencing the trauma of seperation or divorce. Benefits noted include reduced counselor-client social distance, expanded modeling opportunities for students and increased group cohesion. (RC)

Outlines an effort to increase organizational effectiveness and efficiency of a small college housing department. Attempts to integrate management and education through a reorganization of custodial and maintenance procedures which allow staff members more time for student development programs. (JAC)

Reports on two case studies of writing development in the primary grades. Notes the impact of teacher's questioning techniques, both on student development as writers and on teacher ability to evaluate student progress. (RL)

Outlines a study determining which of two career guidance methods was most effective. A didactic and structured guidance approach proved more effective in promoting career maturity than the more flexible method. Results reveal students' need for structure and suggest beneficial effects of using career guidance in the academic curriculum. (JAC)

Aspen High School's (Colorado) Experiential Education Week, developed to provide a "real-world" experience for students from a small, mountain, tourist-oriented community, is planned by both student and faculty; the whole process encourages both self-reliant and responsible students and develops positive student-teacher and peer…

Questioned 438 students about their worries. Found that the percentage of students who worry about grades is consistently high across grade levels. Over half the students worry about physical harm to themselves or loved ones. Suggests school counseling programs include relaxation training to help students cope with life stresses. (JAC)

Discusses the concept of invitational education, defines invitational education, discusses the skills of the inviting middle school counselor, suggests techniques for helping middle school students feel adequate as learners, and delineates methods for making the middle school invitational. (RC)

Studied moral development as a nonadditive, interactive function of both recognized cognitive abilities and interpersonal security. Data showed preservice teachers (N=139) had a mean moral development score at about the national norm. Suggests constraints placed on moral thought by one's prepotent conative level should be considered in curricular…

Analyzes 399 stated goals of participants in four separate student-teaching seminars. Evaluation revealed a correspondence with Snyder and Anderson's seven subsystems of teacher proficiency. Goal-setting assignments before student teaching experience, a follow-up self-evaluation, and analysis appear to have value for student growth and department…

Tested four repeated measures approaches to assessment for their relationship to intelligence test scores, teacher ratings, and two criterion-referenced measures. Tested (N=114) kindergarteners. Results showed last-day scores generally improved predictability over first-day scores, but this improvement was not statistically significant.…

The Family and Child Development Advising Center at Kansas State University, created to centralize all advising functions into one operation, seeks also to explore the more personal aspects of the student's academic program and vocational decisions. A questionnaire survey of student perceptions of the centralized advising center is discussed. (MLW)