Two vital requirements for a successful environmental education program, that it be interdisciplinary and that it teach children how to deal intelligently with controversy, were discussed. (Author/RK)

Authors reassert the view that the essence of teaching and learning lies in creative encounters between individual students and teachers. (Editor/RK)

Most choral directors in schools today have been exposed to a variety of warm-up procedures. Yet, many do not use the warm-up time effectively as possible. Considers the factors appropriate to a warm-up exercise and three basic warm-up categories. (Author/RK)

Proposes that the purpose of social studies is to promote good citizenship. States that teachers need to address the concept of citizenship education, with specific knowledge, skills, and beliefs. Contends that once this concept has been presented, specific types of learning activities such as "webbing" will assist students in…

Presents the standards and guidelines developed by the Council for the Advancement of Standards for Student Services/Development Programs for learning assistance programs, covering mission, program, leadership and management, organization and administration, human resources, funding, facilities, legal responsibilities, campus/community relations,…

Presents a dramatic scenario involving a legislative budget committee hearing to illustrate the often conflicting demands for program accountability and student development confronting student services departments at colleges and universities. (Author/NB)

Nine studies reporting child change data for nonhandicapped children participating in integrated preschool settings were analyzed in terms of methodology and specific classroom practices. The studies suffered from methodological weaknesses common to many early intervention efficacy studies. Documentation of child progress is only one measure of…

Offers a series of recommendations for middle grades social studies reflecting a conscious commitment to three educational goals: (1) personal development; (2) communication and learning skills; and (3) on history, government, and geography; use of a variety of teaching methods; and recognition of the uniqueness of middle school students. (GEA)

Describes major, long-term attempt at Brigham Young University to use campus ecology and student development theories to redefine mission and roles of student affairs. Discusses effort made to provide all student personnel workers the opportunity to study campus ecology and student development theories and to be meaningfully involved in defining…

Considers applications of campus ecology theory in residence halls and asserts that residential environments can be designed and managed to enhance and foster student development. Describes practical strategies for overcoming or reducing environmental conditions that interfere with student satisfaction and development. (NB)

Finds Caple's self-organization paradigm useful in its examination of mechanisms by which change in college students can be examined and ultimately predicted and influenced. Doubts the value of Caple's using analogies from physics, or argument by analogy in forming the theory. Advocates research to support the theory. Considers development more…

Results of a survey of counseling psychology programs indicated that high productive programs involved students in research early, more strongly encouraged student research presentation and publication, and provided typing for manuscripts. They also emphasized philosophy of science and gave more exposure to qualitative research. (Author/BL)

Teachers may unconsciously convey stereotypic notions or behave in discriminating ways. Teachers have been observed to pay more attention to male students and to praise female students more for nonacademic performance. A quiz to help teachers assess their sex bias is included. (DF)

Surveyed 168 college students to examine how work and participation in student organizations contribute to student's personal development. Results showed students who participated in organizations were more developed in terms of educational, career, and lifestyle plans than other students. (BH)

The author presents a well-structured argument for including humor and laughter in the classroom. He includes ideas and resources for nurturing humor. (MD)