Evidence for the construct validity of Washington University's Sentence Completion Test of Ego Development is reviewed. The test has adequate validity for research purposes but is neither valid nor reliable enough to be used as a clinical instrument without further confirming data. (BH)

Life cycle and stage theories are used to show how adult learners experience educational programs differently according to their individual developmental stages. It is argued that quality adult education can and should affect a person's perspective and create new life meanings. (JSR)

Studied the impact of life experience on women's cognitive and ethical development. Considered the structure and historical and social factors of such development, and the importance of higher education in attaining high positions on W.G. Perry's developmental scale. Factors found to affect women's positions on the scale were attitudes toward…

This study explored the subjective experiences in post-high school development in four gifted individuals considered at risk because of significant underachievement, depression, or family stress. The developmental stories, largely in the subjects' own words, have a dominant theme of conflict with parents with resolution associated with…

This paper examines the educational philosophy underlying Waldorf Education, focusing on Rudolf Steiner's concept of "vital" or etheric energy and comparing Piaget's and Steiner's stages of cognition. The paper begins with a discussion of school readiness and the trend toward lowering the school entry age, and maintains that this trend…

A curriculum was developed for the purpose of training child care teachers to provide high quality music and art experiences for infants and toddlers. Introductory material provides a brief overview of the curriculum development project, giving specific attention to the completion of grant objectives, advisory committee involvement, dissemination…

Connections between structural-developmental psychology and field experience education are addressed. In addition to summarizing principles of structural-developmental psychology and relevant research findings, a comprehensive view of individual development is related to the philosophical aims of higher education, and developmental and dualistic…

Examined intraindividual and interindividual differences in self-esteem among 142 rural adolescents during a four-year period encompassing the transition to high school. Cluster analysis identified three distinct, divergent trajectories of self-esteem change from early to middle adolescence: (1) consistently high; (2) small increase; and (3)…

Gives a personalized account of the individual development of one school administrator/founder in relation to a Montessori school's evolution. Suggests that the school must consider stages of development in teachers and parents. Discusses the expansion of services to a second charter school, identifying how failures can lead to success. Suggests…

Reports on study in which 81 high school students were interviewed about group stratification and its impact on individual adolescents. Finds many students labeled as "nerds" in middle school were able to improve their self-concept and reconstruct themselves as "normal" in high school. Contends expanded range of school activities and more diverse…

The contributions of dating status, grade, gender, and family structure to the frequency and intensity of normative conflict and to behavioral autonomy were studied in 859 10th and 12th graders. The importance of focusing on developmental patterns as well as age in assessing adolescent conflict is highlighted by the findings. (SLD)

The onset of adolescence brings with it significant changes in the biological, social, and emotional growth and development of students. In an attempt to meet the needs of transescents (early adolescents aged 10-14) middle level programs have been developed and implemented. However, preparation of teachers to work specifically with middle level…

Since May 1980, participants in the Early Adolescent Project at Brooklyn College of the City University of New York have studied the early adolescent as a learner in a series of colloquia, discussions, and observations. The purpose of the study has been to develop recommendations for schooling of the early adolescent and for continuing and…

For the individual, gender difference falls along the feminine-masculine continuum with strong neurodevelopmental influences at various points throughout the lifespan. Neurodevelopmental influences are conceptualized in a vector model of sex difference. Vector attributes, direction and magnitude, are influenced initially by differences in levels…

Action research conducted by teams of university professors and middle school teachers investigated the relationship between teachers' developmental stages, collaborative research, and individual teacher change. Section 1 describes the study's purposes and objectives and the methods used in analyzing teachers' stages of development. An overview of…