Classroom management is the key to learning. Routines are the foundation of classroom management. Students require structure in their lives. Routines provide that in all of their life from the time they awake until the time they go to bed. Routines in a school and in the classroom provide the environment for learning to take place. The paper is…

Man's relationship with the environment is crucial. He can use its natural resources, but not in jest. No damaging or overuse behavior should be the dominant behavior. Religious values and rules play an important role in achieving the balance in the environment. One big goal of Islam is to make the life easy and safe. Moreover, in Islamic…

Schools, school districts, and school clientele have a pervasive influence upon their principal's behavior through a network of rewards, sanctions and inducements. (Author)

The present paper presents systematically the theories and practices which belong to the scope of humanistic psychology. (Editor/RK)

Teachers at two elementary schools conducted behavior modification projects in their classrooms to verify the existence of reciprocity between the amount of reinforcement given and the amount received. Their findings, following approximately four weeks, suggest that such a relationship exists. (Author)

Special attention should be directed toward helping pre-service teachers to gain a knowledgeable perspective on the various types of home learning patterns and how these patterns effect child behavior styles in the classroom. (Authors)

The period of stress which colleges and universities currently face is analyzed in terms of environmental and organizational factors. (Editor)

The article suggests that retarded behavior is maintained by certain events in the environment and their relationship to an individual's behavior. Maintenance of these behaviors is attributed to positive reinforcement, avoidance behavior, and contingency schedules. Several examples of the maintenance effects of each of these paradigms are given.…

Responses from a sample of 71 secondary teachers and 1,272 students were consistent with the hypothesis that teachers' sense of power would be directly associated with the consistency of their beliefs and behavior concerning pupil control. Some speculations were advanced concerning additional influences on teacher belief-behavior consistency. (NEC)

Student questionnaires and teacher interviews provided data on 123 Chicago third graders to determine the affect of parental rejection on negative attention-seeking classroom behaviors, what particular parent might be more rejecting, and what specific negative attention-seeking behaviors might be overtly demonstrated in the classroom by sex of…

Compliance, identification, internalization, and expectancy are delineated and defined as three conscious and one nonconscious reaction to social influence. Discussion centers on the implications of each reaction in terms of a classroom environment wherein teacher and students influence each other and are subject to the pressures of public…

Educators tend to make complex evaluations of the behaviors of colleagues. A study of teacher perceptions of three "brinkmanship" behaviors indicates that educators employ at least five attitude dimensions in characterizing such behaviors and that there are systematic and meaningful differences in the ways they perceive their colleagues'…

A comparison of observed classroom behavior, tonic and phasic physiological arousal level, and task performance of 98 male and female first-grade children revealed sex differences in only 3 of 18 variables. Many assumed sex differences may be negligible and teachers' expectations may influence their perceptions. (SB)

The concept of the marginal child is developed in the article. The marginal child is described as one who is experiencing a number of potentially serious problems which, if not attended to, will move him or her into the pre-delinquent or delinquent categories. (Editor)

Presents a frame of reference which can be used to evaluate the seriousness and implications for treatment of emotional and behavioral problems occurring in preschool, school-age, and adolescents. Provides examples of common problems at different ages and guidelines for working with parents. (AH)