This article outlines the work of Erik Erikson, Daniel Levinson, and Roger Gould as examples of life cycle theories. It also raises questions about similarities and differences between men's and women's development. It explores the general implications of these ideas for the adults who work in schools and suggests staff development strategies for young adults, adults at midlife, and older adults. The article concludes with a discussion of the power of a developmental framework, in specific, and the more general importance of attending to the developmental issues of both the children and the adults who live and work m schools.
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