Five criteria useful in evaluating any discipline model will help evaluators make sense of a complex issue. Discipline policies should be philosophically sound, pedagogically defensible, psychologically appropriate, pragmatically feasible, and professionally evaluated. (TE)

Improvement of a school's discipline program can begin with the opinion inventories published by the National Study of School Evaluation. Once teachers, students, and parents have assessed strengths and weaknesses, an appropriate plan can be chosen. This article outlines five approaches. (WD)

The effectiveness claims for Assertive Discipline made by Lee Canter and other advocates are not supported by the limited research that has been conducted in the program's 12 years of existence. (Author/TE)

Principals seeking to establish an effective school climate must address these questions concerning school discipline: How committed is the staff to discipline outside the classroom? Are school policies clear to students? Do teachers engaged in student supervision have positive attitudes? Is discipline consistent? Are planning and supervision…

Three key features of the discipline program contribute to its effectiveness: the clear statement of a philosophy of discipline in the student handbook; the presence of visible authority figures in the building; and the consistent application of school rules and suitable punishments. (PGD)

The author cautions against the overuse or misuse of in-school suspension as a disciplinary measure and suggests rules that incorporate principles of equity in order to avoid abuse of in-school suspension policies. (KC)

Asks whether Machiavelli or St. Benedict of Nursia provides the better model for school administration and student discipline. Finds Benedict's teachings, which stress love, prudence, and the avoidance of extremes, better suited to the traditions and spirituality of Catholic education. (DMM)

In-school suspension programs work when students are treated with a blend of toughness and love. The toughness consists of strictly applied limitations on movement, interaction among students, and acceptable activities; the love is present in the personal tutoring and counseling provided by a caring adult supervisor. (PGD)

The considerable gap between educational policy regarding discipline techniques and the reality of the classroom is explored. (LH)

The author's personal experiences illustrate her comments on five factors that affect whether learning environments are positive or not. These factors involve student relationships with staff members, the clarity of disciplinary processes, justifications for rules, the presence of practices encouraging dishonesty, and respect for confidentiality…

The organizational climate of a school can determine the effectiveness of school discipline policies. The establishment of a positive climate requires a commitment to shared disciplinary values by school personnel. Six such value areas are discussed in this article. (PGD)

Eight theme articles discuss discipline in the classroom, including a definition of student management, ways to recognize and ward off problems, and how to cope. (JOW)

Historically, public school officials have acted without consideration for due process in issuing grades to students, in excluding students from school for academic failure, and in lowering grades as a means of disciplining students. The constitutionality of these actions is challenged and recent court cases are reviewed. (Author/KC)

Argues that effective authoritarians establish their authority in the classroom only so that eventually they can relinquish it to students, who must learn to become responsible citizens of school and society. Offers three principles for promoting good classroom discipline. (FL)

The report most frequently heard in successful schools is that rules are carefully and openly developed, clearly announced, firmly enforced, and consistently applicable to everyone. (Author)