The results show that interferences occupy an impressive amount of consciousness throughout much of childhood. Despite their ubiquity and their apparent impact on the process of awareness and the content of socialization, interferences nevertheless remain ironically in the background of experience. (Author)

College students should become more actively involved in classroom discussions. The responsibility for learning rests with students and not with instructors. (CK)

The problems of student teachers during practice teaching are discussed. The importance of the classteacher as a model for student's behavior and beliefs is explored. (CK)

In an ABA research design, out-of-seat behavior of 22 first graders was effectively controlled by using common classroom rewards. (Author)

The results presented here suggest that the teachers do change their behavior significantly due in part to children performing better than prior to treatment. Despite the change in teacher behavior, levels of attending to appropriate behavior were low enough to warrant intervention with the teacher. (Author)

In contingency contracting, the student contracts to do something he wants to do contingent upon the successful completion of what the teacher wants him to do. (Author)

The generalizability theory approach to the estimation of reliability is outlined, and a design is developed in which systematic variations in behavior over differing situations are separated from random fluctuation. Three coefficients of reliability are proposed. (CK)

Authors urge teachers to delve into children's background, family life, early experiences to gain knowledge needed for more effective teaching of each individual student. Ways to improve children's behavior and performance are detailed, as are techniques for encouraging self-expression and self-revelation, and stimulating parental interest. (PD)

Identifies some causes of school dissatisfaction, characteristics of students, school and home which may lead to school dropout. Mistrust between students and teachers leads to hostility, lack of self esteem and motivation. Need expressed for community approach, enabling students and teachers to have contact outside traditional patterns. (CJ)

An attempt is made to specify the crucial dimensions of organizational differentiation. This conceptual framework is then used in the formulation of a set of mechanisms that may account for a relationship between organizational differentiation and student behavior. (Author/JB)