Maintains that most discipline problems arise when students are asked to perform beyond their capabilities. Outlines several techniques for teaching social studies to slow learners. Techniques involve students in group reading, simulations, globe and map drills, neighborhood surveys, and art projects. (Author/DB)

Describes a seminar on teaching techniques for graduate students and college faculty in terms of course design, teaching assumptions, content, format, and evaluation techniques. Initially designed for psychology graduates, the course recently has included participants from 11 other disciplines. The seminar stresses broad topic coverage, teaching…

Students from California to Florida to New York are behaving as they please, assaulting their teachers, avoiding any serious penalty, and, in some cases, committing murder in their schools. Some changes are being initiated. (RK)

The use of contingent ignoring to help reduce problems in the classroom has been advocated by behavioral psychologists, but in practice, teachers have found this procedure often is not successful. The potential mistakes are described. For each potential problem, a remedy is prescribed. (Author)

Describes group workshops to eliminate self-defeating behavior as an alternative to suspension in the secondary school. Students who worked at understanding the SDB process reported they had better communication with their teachers and received fewer and in many cases no more disciplinary referrals. (Author)

An exploratory study addressed two problems: (1) Can basic concepts or clusters of issues and problems be identified in the field of psychology as it is currently taught to undergraduates? (2) What influences a teacher's selection and coverage of specific items? (Author/AV)

Recent developments in student judicial (disciplinary) systems were surveyed at large institutions of higher education. The past five years have seen more standardization of procedural due process and some growth in judicial structures. The dean of students office, instead of student judicial committee(s), still conducts the majority of…

The voting pattern of high-paradigm faculty (chemistry, physics, mathematics, and engineering) was compared to low-paradigm faculty (sociology, political science, history, and education) concerning a controversial campus issue to liberalize curriculum choices for students. High-paradigm faculty were not willing to grant students more latitude to…

After discussing some of the criticisms of the "new math" and the decline of academic and discipline standards in the schools, the author suggests how mathematics educators can use the back-to-basics movement constructively without joining it. (MN)

The complicated interaction between individual pupils and class groups is highlighted in cases of classroom aggression. Aims at examining individual aggressors partly through the use of teachers' assessments of them as members of the class group, at assessing the group's emotional climate, and at identifying the triggering-off stimuli within the…

Surveys literature related to the study and teaching of anthropology and its component subfields. Concludes that anthropology began to emerge as a distinct discipline in the last half of the nineteenth century. The debate on the nature of anthropology continued well into the early decades of this century, while the formal teaching of anthropology…

The results of this study suggest a practical alternative to increase the effectiveness of discipline in the home and school. Parents and teacher might well rehearse (reinstate) with the child the transgression sequence just prior to the discipline. (Author)

A questionnaire was used to determine the effect on job satisfaction of the similarity in philosophic view between faculty members and their department chairperson in four-year institutions in the Midwest. No relationship was found. (Author/LBH)

Author states that: "With everything that the schools have been forced to do and the poor conditions under which they are expected to perform, it is often more a wonder that students learn anything at all than that they have trouble learning."

Three models of faculty organization for teaching behavioral science in medical schools are reviewed and compared with regard to their effects on curricular structure and content. Significant variations on existing models are described in the context of a behavioral science curriculum in a new medical college. (Author/LBH)