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…

Trust is a most important ingredient provided by the teacher in any learning interaction. This study examined the level of trust of teachers exhibited by male and female students in grades four through eight. As students' grade level increased, their trust of teachers decreased. (Author)

This article focuses on some of the many field observation techniques available for school counselors to use with elementary school counselors. (Author)

Author visits a progressive school which has no headteacher, and a policy of taking children labelled as troublemakers by other schools. (Editor/RK)

The purpose of this research was to determine whether the Utah State University (USU) Protocol Modules dealing with classroom management and pupil self-concept would bring about significant changes in the performance of in-service elementary school teachers and the pupils in their classrooms. (Author)

Suggests a method in which the combined insights and skills of secondary school staffs can be mobilized to support those teachers faced with problem behavior. Shows how this can generate greater effectiveness in a school as a whole, so that only a minority of children might require resources outside the school. (Editor/RK)

Recent doctoral dissertation research about the gifted population is summarized. Topics include: "appropriate" education; social and psychological perceptions; depression and underachievement in gifted high school males; problem solving skills; behavior differences between academically gifted achievers and academically gifted nonachievers; and…

Observation of behavior differences between 15 elementary school learning-disabled (LD) and 15 non-disabled girls in the regular classroom showed that LD girls spent less time doing schoolwork, that teachers did not spend more time interacting with LD girls, and that teachers responded less frequently to call-outs from LD girls. (Author/CB)

Notes that many practitioners underestimate the occurrence of childhood depression and explains what childhood depression is, what symptoms most often indicate it, why it occurs, and what teachers can do to help depressed children. (JC)

This review summarizes pertinent literature on the differential impact of primary versus secondary public education on students. Data show that junior high/middle school students with prominent elementary school maladjustments have a 5-13-fold greater rate of grade failure, suspension, and undue absenteeism than do students without such…

The author examines studies that have sought to enhance self-esteem in school children by experimental means. He reviews work that has sought intervention through (1) curriculum, (2) classroom techniques, (3) teacher behavior, and (4) student behavior modification. (Author/CH)

Associations between characteristics of dental students and their stress levels are examined, along with the correlation of stress with drug use and health problems. Greater stress was associated with a higher level of Type A behavior and lower level of career commitment. (Author/MLW)