Problem behavior disrupts classrooms across the United States, impacting student learning. Despite the adverse consequences, teachers often exclude disruptive students from school as a punitive and default response to problem behavior. Alternatives to exclusion are becoming increasingly popular in many school districts to improve behavior and keep…

Unsupported fears of youth violence in schools has led to an expansion of school-based policing and zero tolerance discipline. The historical reality is that America's public schools are very safe, even when located in high crime neighborhoods. Yet, school discipline is becoming increasingly punitive, moving from the schoolhouse to the courthouse.…

In rank ordering discipline problems, approximately 37 percent of one group of teachers rated the teacher's failure to motivate students as the most important. (IRT)

After examining the results of polls and other indicators of attitudes toward discipline in the schools, the author concludes that our perception of the problem has not changed significantly in 25 years and that the solution, self-responsibility, is the same now as then. (IRT)

School administrators in California and New York share views on what are the most pressing discipline problems--skipping class, truancy, and tardiness--but those views do not seem to be shared by teachers and students. The administrators are taking steps to resolve the problems. (IRT)

The CREED (Creative Effective Discipline) approach avoids the use of force and emphasizes the reduction of stress and disruption in dealing with discipline problems. (IRT)

Examines three troublesome questions concerning the effects of behavior modification: (1) what other conditionings may occur besides the simple one desired, (2) what type of personality modification is taking place along with behavior modification, and (3) what type of society will result when it consists of individuals trained in this manner?…

Defends the Reagan Administration's policies encouraging more effective school disciplinary practices. Argues that the critics of these policies are ignoring both the rights of students who want to learn and the true extent of the discipline problem. (PGD)

Presents twelve reasons why educators should be wary of behavior modification. (JF)

Answers criticisms of and questions about behavior modification. (JF)

Argues that behavior modification represents the use of a series of scientifically verified techniques that could be used to promote more effective learning of both social and academic subject matter. The author maintains that a behavioral approach fails to help the teacher decide why, what, and who is going to learn. (Author/JF)

Funding cutbacks affecting San Jose (California) High School have severely reduced the school personnel adequately prepared for educating in the inner city. Concentration on legally required basics has forced elimination of classes and programs appealing to student interests and needs, leading to disciplinary and attendance problems. (PGD)

Suggests that student behavior could be the subject matter in social studies classes. (DW)