On the basis of her experience with brain damaged and autistic children, a teacher suggests guidelines for structuring tasks, the learning environment, and student behavior to facilitate learning. (GW)

Analyzes information obtained from teachers relating to the incidence of behavior problems in a sample of children in their first year in the infant school. (WY)

This paper discusses the use of interaction analysis in this country and abroad. (VM)

An observational account of one pattern of organization and control, as observed in a Headstart preschool program. (DM)

Article examines the extent to which disenchantment with, and detachment from formal aspects of high school status are associated with marihuana use. (Author)

After 6 weeks of 1st grade, 95 black and 93 white pupils in rural Maryland were rated by same race teachers on 24 scales. Among the findings, factor analysis resulted in group factors predicting academic achievement: good worker" for the black students and leadership" for the whites. Commonality of factors discussed. (DB)

Research study found that mechanical drawing students in a learner-centered class achieved significantly better than those in a teacher-centered class, but there was no difference in student attitudes in the two classes. (RT)

Article based on an address at the Department of Elementary School Principals (NEA) Annual Meeting, Las, Vegas, Nevada.

From a special feature on "Violence & Agression. Other articles in the feature include "Agression in the Classroom by Fritz Redl, "Anger in Children by George V. Sheviakov, and "Scapegoating by Beryce W. MacLennan.

The president of the National Safety Council suggests ways that parents can promote school bus safety, with emphasis on preventing accidents outside the bus. Parents can explain safety rules to their children and work with their parent teacher associations and school administrators to plan and enforce safety regulations. (PP)

A survey of the responses of 3,309 Louisiana students was used to determine students' meal and snacking habits at the elementary, junior high, and high school levels. Student responses concerned: (1) where and why food was consumed; (2) vitamin supplements; (3) reasons meals were omitted; and (4) reaction to school lunches. (PP)