Sets forth specific questions for detecting plagiarism in student writing such as unusual titles, irrelevant topic, professionalism of typing, bibliography, footnotes, and an unusual approach to subject. (DS)

Citing the need for revision of the assistant principal's role, the author outlines various programs designed to provide alternatives to the old techniques of disciplining problem students. (Editor)

Suggests methods by which school administrators can avoid lawsuits and can provide due process procedures within the school. (NQ)

A collection of short articles on educational discipline, teaching methods, coeducation and teacher pay. (RK)

Argues that suspension of a student from school for disciplinary reasons should always be preceded by a hearing. (JF)

Formalism and strict discipline have no place in the reading classroom. Teachers should use immaginative methods to circumvent school restrictions which inhibit learning. (MM)

The results of the data revealed a trend toward agreement between teacher and students as to the perception of the seriousness of behavioral acts, yet a discrepancy between the two groups as to appropriate treatment of behavioral problems. Teachers and students need to exchange ideas and experiences regarding behavioral problems. (Author)

The Secretary of Education explains the proposals to amend regulations of the Education for All Handicapped Children Act. He discusses paperwork reduction, evaluation streamlining, medical services, disciplinary procedures, effect of placement on nonhandicapped, and changes in eligibility criteria. (CT)

The Positive Action Plan at Jefferson (Oregon) Elementary School uses sets of rules and positive and negative consequences to encourage students to take responsibility for their own behavior. Students follow a checklist of proper behaviors to win self-management badges. A copy of the checklist is provided. (RW)

A survey of 3,100 students, teachers, and principals in 47 elementary and secondary schools in the Middle Atlantic region, using the Pupil Control Behavior Form, revealed a positive association between principals' humanistic pupil control behavior and schools'"robustness" (the degree of meaning and excitement students find in school).…

Results of a study show that male teachers refer male students to the administration for disciplinary action 2.5 times more often than they refer female students, while female teachers refer boys 1.3 times more often. Both male and female staff refer girls in nearly the same number. (Author/MLF)

The considerable gap between educational policy regarding discipline techniques and the reality of the classroom is explored. (LH)