This article discusses the factors required to be a part of each school's student progress policy. The author also examines numerous options and potential pitfalls of various decisions made in developing this policy. The two major components of satisfactory progress regulations--quality and quantity--are explored in detail. (CT)

The author states that postsecondary institutions must implement their own minimum academic progress requirements to avoid a potentially punitive legislative requirement. Various General Accounting Office reports concerned with student progress statistics are quoted. (CT)

The Standards of Academic Progress system at Miami-Dade Community College is explored. Elements of this system are discussed: reduction of course loan with appropriate educational interventions, some period of separation from the college, two-track monitoring system, and administrative review of all students at the end of each term. (CT)

Describes the Traveling School of Santa Cruz, California, in which students in grades 7-12 travel across the United States and parts of Canada. While following a conventional curriculum and learning about the areas visited, students also achieve personal development through the experience of living with classmates and staff members. (AEM)

Presents an eight-step planning model that operationally defines a comprehensive delivery systems approach to campuswide leadership training. Lists four goals of the model: to increase efficiency of leadership training through shared resources, to decrease costs, to provide quality control, and to increase impact of programming effort by creating…

Examined developmental changes in the interpersonal relationships of 82 college students, who completed the Mines-Jensen Interpersonal Relationship Inventory with a re-test four years later. Results showed students achieved increased tolerance and improved the quality of friendships. Extracurriular activities were related to interpersonal growth.…

Describes a training program designed to train undergraduate paraprofessionals to plan, facilitate, and evaluate developmental workshops for college students. The program incorporated developmental theory and concepts. (JAC)

Describes a support group for participants in the College Scholars Program at the University of Tennessee (N=8). Students reacted with independence and autonomy in structuring the group, and indicated it was effective in stimulating growth and development. (JAC)

Presents a student development theory based on student involvement, which refers to the quantity and quality of the physical and psychological energy students invest in their college experience. Discusses implications for practice and research. (JAC)

Evaluates four leadership development programs for minorities to determine what characteristics are most effective. Reports that programs offering the greatest possibility of bringing members into the mainstream are comprehensive education programs with an apprenticeship component that equips participants with both experience and an academic…

Discusses the importance of art in the schools to students' cognitive and perceptual development. Suggests that art helps children evaluate visual images and provides a means of expression and an expanding awareness of the physical environment. (JAC)

Reviews literature related to practical efforts to cultivate desired moral development reasoning and behavior. Uses Kohlberg's concepts as a reference point to help identify issues, problems, and possibilities, and proposes several practical guidelines for moral development training in the schools. (JAC)

John Hellier, the head of Brislington School at Bristol, describes an adjustment unit for disturbed students and the ingredients necessary to make it a success. (RK)

Article examined some of the problems that teachers of literature face and argued for the classroom utility of Frye's critical theory, one that permits a definition of the subject, the development of central principles and a taxonomy of forms. (Editor/RK)

This article is taken from a pamphlet put out by a group of English teachers at Clissold Park Comprehensive, London, who wanted to raise some controversial questions about reading and language development with other teachers in their school. (Editor)