This study was designed to determine parent and student perspectives on school discipline in Tennessee schools and is parallel to an earlier study that examined the opinions towards discipline of teachers, administrators, and other school personnel. The sample includes nearly 1,300 students from three districts representing rural, small city, and…

A questionnaire was developed, pilot tested, and then administered to approximately 4,000 Tennessee teachers, administrators, and other school personnel to determine their views on which discipline problems seem most significant, the conditions or influences related to the problems, the most appropriate approaches for solving discipline problems,…

New Jersey's state board of education formed a task force in 1978 to conduct a six-month study of the effectiveness of various strategies for reducing violence and vandalism in the schools. The forty-seven recommendations developed by the task force were of three types: those designed to improve state-level capabilities (areas addressed included…

INVESTIGATIONS WERE CONDUCTED ON (1) THE EFFECT OF A CLASSROOM SIMULATOR IN PROVIDING TEACHER-TRAINEES WITH EXPERIENCE IN IDENTIFYING AND COPING WITH CLASSROOM PROBLEMS PRIOR TO THEIR STUDENT TEACHING EXPERIENCE, (2) THE TRANSFER VALUE OF THE CLASSROOM SIMULATOR EXPERIENCE, AND (3) THE EFFECT OF THE SIMULATOR IN TEACHER-TRAINEE SELF-CONFIDENCE. IN…

During the past ten years, many school districts have established alternative schools or programs for students who are seriously disruptive and academically unsuccessful. This bulletin describes five different types of alternative programs that have been effective in dealing with disruptive youth. They include the Tri-C Community Centered…

A means was developed to reduce the necessity for discipline among the 25 students who were the most chronic discipline problems at Thomas Jefferson High School, a 1,500-student school in suburban Pittsburgh. The students were identified by assigning point values to various disciplinary measures administered to students. The 25 students met with a…

Before discussing discipline policies and practices specifically, the authors survey the basis for discipline, the kinds of discipline, the needs and sources of discipline, and the relationships between parents and students and discipline. The authors point out the need for encouraging self-discipline and make the point that discipline and…

An interpretive studies project on applying reinforcement principles in the classroom was conducted by Dr. Edward M. Glaser of the Human Interaction Research Institute, Los Angeles, California and Dr. Irwin G. Sarason of the University of Washington, Seattle. PREP kit No. 18 has been adapted from the teacher's guide to behavioral modification…

Five staff members of the Educational Consulting Center contributed seven papers to this text for training teacher-aides. "Teacher-Aides; An Overview" concerns qualifications, training, duties, placement, a code of ethics, and employment practices. "The Disadvantaged Child" discusses self-concept, its development, and its improvement. "The Climate…

Principals and university consultants are most effective in working with teachers when they address themselves to the real concerns of teachers. College instructors accomplish little by lecturing on how to maximize affective and cognitive growth when students first want to know, "Should I teach? Will I be able to control children?" Such…

Compared were attitudes of elementary school teachers and principals on their classification of student behavior and discipline problems and behavior change treatment needed. Subjects consisted of 170 elementary school teachers and 15 principals in a mid-western city school system. Reaction of teachers and principals to discipline and behavior…

Presented is an introduction to taxonomic instruction, which is defined as a method of classifying substances and strategies of teacher instruction for handicapped children. In the second of three reports, the teacher is described as having four main roles: facilitation of healthy interaction processes, evocation of productive thinking processes,…

The author summarizes his observations of interactions in two classes of an individualized, self-paced, laboratory-based high school science course for students who normally do not take physics or chemistry. Based on these and other observations of classroom behavior of teachers and pupils the author postulates that two agendas are operative in…

With careful planning, guidance, and implementation by skilled educators, in-school alternative programs--particularly those that offer individual or group counseling and superior academic instruction--can result in schools more effectively meeting the discipline needs of students. (Author/KR)

Changing social values, recent court decisions, inconsistency in thought and action, and consolidation of schools into massive factories are some of the factors that relate to the problem of student discipline. Some solutions are suggested. (Author/MLF)