Munsterberg's (1899) phenomenological epistemology and his classification of the disciplines are described, and alternatives are proposed. Possibilities are described for advancing psychological theorizing by research using historical data. (Author)

Examined adolescents' abilities to discipline themselves in school by administering Family-of-Origin Scale to 76 self-disciplined and 51 externally disciplined high school students. Findings suggest that students requiring external discipline perceive significantly less intimacy with their families than do students who behave in generally more…

Argues that business communication is a hybrid field representing a melding of interests and characteristics in a new form. Considers the various intellectual traditions that have contributed to the emergence of the discipline. Proposes new ways of conceptualizing the discipline. (HB)

Argues that the discipline of communication has not progressed for two reasons: because scholars talk more to each other than to those outside the field, and because they have not clearly defined what they are about to themselves, their colleagues, their students, and the general public. (SR)

Dissatisfied with their school's attendance rate, an Iowa high school formed a committee to explore the problem and draft a strong, well-defined policy to communicate expectations. The committee also worked with the school community and parents to change students' attitudes toward school attendance. (MLH)

Calls for historians of rhetoric to return to the archives. Argues that it is the neglect of training graduate students in standard research methodologies that prevents the field from writing "better" histories of rhetoric. Argues for archival training similar to that given to graduate students in history departments, training tailored…

Examines the disciplinary patterns and practices of African-American parents (N=121). Results indicate that the context of the disciplinary episode influenced how African-American parents disciplined their children. Implications for counselor education and practice are discussed. (Author)

Compares Getty Center for Education in the Arts-affiliated and non-Getty-affiliated museums to examine if and how Discipline-Based Art Education has influenced contemporary art museum education practices. Finds that relationships between art education and museum education are more explicitly developed among Getty-affiliated art museums than…

Suggests that working beyond the academy should be understood not as an abandonment of the academic job market, a response to failure, or a curse: instead, it should be understood as a new avenue for intellectual work, one that neither graduate-school programs nor the Modern Language Association would be wise to ignore. (RS)

A firm commitment to prevention and a caring curriculum are a school's best defense against student violence. Few educators have training for meeting students' psychological needs or techniques for working with angry, frustrated youngsters. If loners' need for recognition is not met, they will eventually act out or withdraw. (MLH)

Traces the history of the British language-awareness (LA) movement from its grassroots origins, through its confrontation with the establishment, to its eventual academization. Provides an extended definition of LA, compares LA with the complementary and parallel enterprise of consciousness raising, and cites new developments in the fields of…

Describes a new doctoral program in "public intellectualism" at Florida Atlantic University intended for journalists, artists, and activists. Two year-long required courses, "Public Matters," and "Rhetoric and Principle," form the centerpiece of the curriculum. Students then concentrate in one of 13 areas and also…

Presents three basic tenets of what form the foundation of an effective behavior management system to help beginning teachers at any level, particularly middle school. They include: always listening to the student's side of the story; being consistent in discipline; and knowing when to go higher (e.g., sending the student to the office). (SM)

Examines teachers' (N=200) perceptions of school behavior problems and preferred classroom management actions. Results show that internal student-related attributions were those most frequently adopted by the teachers, even though teachers' explanations varied significantly across school problems. Misbehavior-related attributions were…

Describes a Prescriptive Discipline Plan developed by teachers at a Florida middle school. The plan featured three offense categories: minor infractions handled by teachers, intermediate offenses (cheating, disrespect, and insubordination) handled by administrators, and serious offenses (fighting, assault, sexual misconduct) invoking automatic…