The general needs assessment instrument can provide the means for a school district to assess its needs relative to the Ten Goals of Quality Education. It is comprised of behavior statements taken from the category schemes. The student must check the appropriate number for each statement representing "always" through "never".…

To assist teachers, teacher educators, and researchers to plan instructional objectives in values education, a model is presented that synthesizes the values clarification and cognitive moral development approaches. An explanation is provided of the process and verbal approaches to values clarification, as well as a detailed explication of…

The development of a new approach to the analysis of teacher behavior on the dominative-integrative dimension is proposed. The major characteristics of integrative behavior are flexibility of response and acceptance of individual differences, while dominative behavior is characterized by rigidity. The approach consists of a combination of direct…

The Beginning Teacher Evaluation Study, Phase II, was a research project on effective teaching behavior--what teachers do that significantly affects what and how pupils learn. The purposes of Phase II were to (1) develop an assessment system for measuring teacher and student behaviors and other factors which could influence each of them and their…

Two experiments were completed to determine whether providing classroom teachers with feedback would result in changes in both teacher and student behavior. The first experiment was designed to extend the validity of an earlier investigation by Moore et al. (1974) through replication with a new teacher population and a larger sample of male…

FOCUS is an alternative school program for alienated high school students, designed to prevent them from dropping out. The key components of the program are discussed. (KC)

Discusses possible difficulties in implementing behavior modification techniques and suggests solutions. Three areas are considered: the training of teachers involved, the question of teacher attitudes and motivation in relation to a behavior modification approach, and the impact of school organizational and administrative structure. (Author/RK)

Adams and Cohen (1974) demonstrated that facial attractiveness was a salient factor in differential student-teacher interactions. This research investigates further the interaction between teachers and children perceived to be attractive or unattractive by those teachers. It was hypothesized that attractive children would exhibit more "positive,"…

Attempts to give some idea of how reinforcement and other learning principles work in practice with students in ordinary schools by using as reference three workshops for teachers run by educational psychologists in Birmingham in 1975. (Author/RK)

This article discusses 11 hypotheses that may explain why respect for the school as a rule-governed organization has slipped to such a low status. It suggests that improvement in student behavior may require basic changes in the ways schools are organized and managed. (Author/RK)

An ethnographic depiction of the regularities of classroom instruction and an understanding of the student intent and response in such settings provide a perspective on both project Follow Through and the problem of task engagement. (Author/MLF)

Describes the types of teacher coordination that are necessary for survival in open space. Teachers successful in open-space schools have provided the best and most useful information on how to survive in open space and their suggestions are discussed in five basic categories. (Author/RK)

Tests the hypotheses that a classroom teacher can, with a minimum of assistance, apply a "game" contingency to control the maladaptive behaviors of students and that this could be applied without upsetting the informality of the classroom or the teacher's on-going instructional function. (Author/RK)

The development, influences and effects of attitudes need to be considered as they impinge on the skills and content to be developed and the environment within regular and special classrooms. This paper addresses itself to these issues. (Author/RK)

School psychologists (N=6) structured their teacher consultation according to three consultative modes which varied primarily in the number of follow-up contacts. The findings indicated that follow-up contacts led to greater teacher implementation of recommendations, greater perceived pupil behavior improvement, and greater sense of cooperative…