Little reliable evidence exists, but observers agree that much student-perpetrated violence and disruption is caused by school policy, school procedures, and various types of habitual behavior that distinguish different schools. Focusing remedial efforts on those attributes of schools that precipitate deviant or delinquent behavior is both more…

This paper describes the prison education program established by Hagerstown Junior College (HJC) at the Maryland Correctional Training Center (MCTC). Although the first courses were offered at MCTC in 1969, it was not until late 1969 that cooperatively prepared guidelines were adopted by HJC and MCTC. An inmate screening committee, on which both…

The article describes ways in which college supervising teachers can evaluate student teachers' classroom performance by watching videotapes of their classes. (CD)

Recognition of some of the variations in educational backgrounds and life-styles of foreign stduents--particularly those from developing nations--could ease the communication difficulties they face when studying in American universities. Observations of language problems, counseling problems, class behavior, and social customs are offered. (JMD)

The following themes integrate the collection of papers presented in this issue: ethnographic approaches; the importance of the teacher's role as arbitrator; the necessity to study firsthand the interaction of teachers and students; and the need not to separate the classroom from its larger institutional and social settings. (Author/MC)

Examined implications of research on locus of control and achievement motivation. It is suggested that locus of control and achievement motivation influence ways in which a child approaches school-related tasks, interprets outcomes of tasks, selects tasks, and persists in activities. (Author)

Explanations for school vandalism include poor parenting by many employed parents, who simply do not know what their children are doing after school, and the inability of schools to instill feelings of pride and loyalty in their students. Here are suggestions for reducing delinquency through programs designed to develop school pride. (Author/RK)

The author discusses some changes that occurred in American education from the late 1950s through the early 1970s, why these changes failed to improved the quality of education, the effect of compulsory attendance laws on educational deterioration, and what abolishing mandatory attendance would do to develop the learning environment. (RK)

A major conclusion of this paper is that the schools as an institution may have the capacity to prevent and reduce delinquency, independently from other institutions in their community. The school itself may be in control of major social psychological forces that generate delinquency. (Author)

Of all types of aversive behavioral control, corporal punishment appears most apt to induce aggression. A theory relating delinquent aggression to severity of parental discipline is sketched out. It is suggested that a national effort be made to discourage use of corporal punishment as a socially acceptable child-rearing technique. (Author)

Because of a shrinking demand for physical education teachers, students majoring in this subject at the University of Delaware are required to participate in activities to relate physical activities with other elements of the child's curriculum. (JD)

The enjoyment of the right of attending school is conditioned necessarily on compliance by pupils with the reasonable rules, regulations and requirements of the school authorities. Discusses the legal decisions that set the foundation for developing school discipline and responsibilities of administrators, educators, as well as school districts in…

Examines the importance of understanding the way relations between teachers and children affect the development of learning environments and how classroom interaction may promote or retard learning. Describes how teaching styles depend on cultural contexts and examines successful and unsuccessful classrooms with examples from a variety of school…

A study involving 541 female students, in four grade levels in an urban commercial secondary school is reported. It was concluded that individual and group counselling have distinctively different effects, and that these effects tend to last for extended periods (at least one year) without reinforcement. (Author)