An experimental flight program produced marked changes in the behavior of a group of inner-city junior high school students. A longitudinal study verifies that the changed behavior continued after the students left school. (IRT)

Studies with the Madsen Cooperation Board are described, showing differences in cooperation and competition between Polynesian and European children. Another study of Cook Islands, Samoan, and Fijian children is reported and the school's role in increasing competitive behavior discussed. Teaching changes are suggested to encourage more adaptive…

This study sought to determine if student behavior was as great a problem in 18 California alternative high schools as it is reported to be in regular high schools. Results showed that discipline was rarely a major concern in the alternative schools. Fourteen possible reasons were hypothesized. (Author/SJL)

Teachers can learn to describe unacceptable student behavior, without judging it, and to define classroom conflicts as problems to be solved, not battles to be won. Two studies demonstrate that this type of democratic classroom environment decreases misbehavior and absenteeism. (SJL)

Handicapped students and shop teachers from a comprehensive vocational-technical school provided a model for (1) diversifying and expanding the role of the vocational school psychologist; (2) integrating behavioral, affective, and career aspects of adolescent development; and (3) implementing a program involving students, teachers, parents, and…

This article examines the relationship between track placement, peer involvements, and youth misconduct and deviance. Some of the findings presented indicate that certain peer attachments serve to further heighten the significant impact of track placement on a range of negative student behaviors. (Author/EB)

There is no component of the school program that has as its declared objective the enhancement of the health and quality of life of the child, the elimination of health problems that impede learning, and the prevention of disease and illness. The author finds this situation objectionable. (MM)

In a longitudinal study from kindergarten through grade 6, teachers annually rated the behavior of 1,586 children who were normally distributed on measures of IQ, socioeconomic status, and school achievement. (Author)

Four normal preschool children and four with comprehensive academic and behavior problems were taught to judge the quality of their academic work in a classroom, and to prompt or cue their teachers to comment about the quality of that work. (Author)

A model relating nonintellectual behavior to first and second grade reading performance is supported. The three dimensions include: (1) behaviors reflecting adaptation to school; (2) individual differences in emotional states; and (3) individual differences in interpersonal behavior. These affective behaviors are measured using Lambert's Pupil…

Considers the nature of the larger corporate society and the school's subordination to it, that before there is educational change, there must be social change, and that schools, by design, will continue to encourage alienation in the larger societal structure while perpetuating the status quo. (Author/RK)

Supervisors can help their teachers resolve classroom communication conflicts by providing an objective framework for analysis of communication failures. An observational system is described for detection of student teacher communication breakdown, analysis of the conflict resulting from inappropriately decoded messages, and correction of the…

Offers a systematic review of various attempts to reach beyond the individual student to account for school behavior problems. Concentrates on family background, peer group influence, teaching quality, the school system, and society-in-general. (Author/RK)

This study reports the successful use of compulsory "peer selecting modeling" for the treatment of hostile and aggressive behavior within a special education program. The treatment procedure, a brief, situation-specific variant of peer and participant modeling, was designed for routine use by classroom teachers. (Author)

The effects of independent and interdependent group contingencies for academic work on the disruptive classroom behavior of junior high school students were examined. Free-time was delivered either individually, contingent on individual performance (independent group contingency), or to the class as a whole, contingent on group performance…