This pamphlet is a complete revision of the ACLU's handbook on academic freedom and civil liberties for students in institutions for higher learning, first published in 1961. Section I deals with the student as a member of the academic community, including admission policies, freedom in the classroom, safeguarding the privileged student-teacher…

This manual is designed to help parents apply reinforcement theory in managing their children. The program explains how parents can systematically use consequences to teach children in positive ways. Units include: When to Reinforce; How to Reinforce; Reinforcement and Punishment in Everyday Life; and Why Parents (and Teachers) Goof; the Criticism…

This paper describes standards for procedures and structures that will enable students at the secondary and postsecondary levels to exercise their rights and fulfill their responsibilities in the educational institution. The paper has three main sections: 1) "The Institution's Relation to the Student," which includes the right of access to…

Seven background papers, along with the discipline papers described in SO 003 100, provided significant ideas, concepts, and important topics for organization and development of the project social studies curriculum. The seven papers are: 1) "Developing Skills in the Social Studies Program", which discusses objectives of teaching skills and…

THIS STUDY HAD TWO MAJOR OBJECTIVES--(1) TO STUDY CHANGE IN SELF-CONTROL AS A FUNCTION OF CHRONOLOGICAL AGE, AND (2) TO INVESTIGATE CERTAIN MAJOR VARIABLES PREVIOUSLY SUGGESTED AS MAJOR CORRELATES OF THIS DEVELOPMENT--NAMELY SEX, PARENTAL ATTITUDES, AND TYPES OF SETTING. IT WAS STATISTICALLY CONCLUDED THAT THE MAJOR VARIABLES CONCERNED, SUCH AS…

By understanding the purpose of a student's misbehavior, letting him experience the logical consequences of his actions, letting him choose, and getting a commitment to an alternative action, the disciplinary process can systematically modify purposes and create responsible students. (Author)

This article uses the Supreme Court decision in Goss vs Lopez as a starting point and frame reference for describing and assessing the discipline procedure in one public high school. (DS)

The writer sees changes in the attitudes of students and teachers and argues that a reason for this is the schools'"loss of nerve": teachers don't believe that some things have more value than others and have given in to demands for "relevance."

Several discipline problems frequently found in inner city schools are described. Presents suggestions for dealing constructively with them based on organization and classroom structure. (JMF)

Elementary students (3,246 Ss) in six South Dakota cities were investigated to determine subject preferences by sex, community size, and grade level. Data indicated only slight variations regarding sex, community size, and grade level with art, reading, and science most preferred and English, social studies, and handwriting least preferred. (JC)

Jerome Bruner's theory that the structure of the discipline should be the starting point for reorganizing school curricula is reviewed and recent commentaries, representing supporting and opposing viewpoints, are summarized. (MP)

The history and current state of evaluation are examined for evidence of growth and integration. Causes for its recent growth and current practices are discussed; there are signs of both cohesiveness and immaturity in the field. Available from: Pergamon Press, Maxwell House, Fairview Park, Elmsford, New York 10523. (Author/GDC)

English departments of the future must encompass composition, language, literature, reading, mass media, teacher preparation, adult education, logic, and educational research. (DD)

The convictions of health educators concerning the discipline of health science are explored, and several issues currently facing the field of health science are uncovered. (MM)

Susquehanna Valley Central School abolished corporal punishment for practical reasons. At Perry Junior-Senior High School, there is a feeling on the part of parents, students, and teachers that all students are dealt with fairly and impartially since the adoption, two years ago, of the Cause-Effect Discipline Code. (Author/AM)