Despite the obstacles encountered in establishing the eight in-school suspension centers, the benefits for students were overwhelmingly positive. It is hoped that the specific suggestions formulated here can help counselors sponsor effective in-school suspension centers in their own schools. (Author)

What can we learn about the applicants who do not show up on campus to register? This study suggests both a method for learning more about "no-shows" and the reasons why they change their mind. (Author)

Examined teachers' ratings of eleventh grade high school students on seven personal academic characteristics observed in the school and classroom. Teachers and students agreed significantly at the .01 level on six of the seven characteristics. Teachers were more likely to identify students who scored high on a personal characteristic. (Author/RC)

Teachers should be aware of the basic causes of behavior, that value choices and resultant behaviors to maintain the self are learned through antecedent experiences. Students from differing cultural or social backgrounds can be misunderstood when they react to classroom situations in their learned mode. (Author/SJL)

Among the variables examined were vocalizing to a child, vocalizing to a teacher, teaching child with approval, physically restraining child, and moving. Among findings were that group size was not significant for children's behavior but was significant for teachers' behavior. (SBH)

Since there is a moderate positive correlation between behavior and self-esteem, a teacher who desires to modify the classroom behavior of a student should follow a procedure that is congruent with enhancing and maintaining the student's self-attitude. (Author)

Critically reviews the existing literature on the effects of school desegregation on race relations and student attitudes, and discusses the critical issues that should influence future research in this area. Available from Duke University Press, Box 6697 College Station, Durham, NC 27708. (Author/IRT)

Elementary school teachers were asked to describe a third-grade child and their attitudes about working with the child, based upon case reports which described either a boy or a girl, and sex-consistent or inconsistent behaviors. Sex-inappropriate behavior was viewed less favorably than sex-appropriate behavior. (GDC)

The major difference between individualized and traditional instruction methods is the pattern of student interaction with the teacher, with the classmates, and with the learning materials. (JN)

Reports a survey of elementary and middle school teachers regarding behaviors they perceived as signalling a lack of communicative competence on the part of students. Results indicate, that from a teacher's point of view, communication competence involves a complex of behaviors including attitudinal/motivational, as well as cognitive dimensions.…

On the premise that "anxiety" and "achievement motivation" may be indicative of coping strategies, questionnaire measures of these traits plus academic tests were administered to 956 British pupils taught by teachers representing formal, informal, and mixed teaching styles. For part two of this study, classroom behavior, see AA…

Explored behaviors of students at various times during an examination to examine the relationship between test anxiety and test performance. Results indicated that low test anxious students differed significantly on all eight dependent variables with the level of test anxiety having a significant effect. (Author)

A Western Carolina experiment examined what kinds of data could be obtained from students that could (1) help make physical facility planning more objective and factual and (2) determine what the academic or learning consequences of these decisions might be. Focus was on student use of time and facilities. (Author/MLW)

The purpose of this study was to describe the effects of teacher expectations on specific teacher behaviors and student behaviors during physical education instruction. (MM)

Summarizes the results of a study which identified discipline problems in fifty vocational agriculture classes of student teachers and beginning teachers. Reviews effective and ineffective ways to handle discipline problems in the classroom. (LRA)