Rules were established, improved behavior was rewarded, and undesirable behavior was ignored to change disruptive classroom behavior of 25 slow learning 10-year-olds and 13 controls in a classroom setting. Experimental teachers were instructed in application of behavior modification principles. Burk's Behaviour Rating Scale (included) was used to…

A study was conducted of the differences in the frequency of selected student-teacher interaction in differentiated staffs and in non-teamed schools. The interaction processes studied were synthesized from Erikson's four stages of childhood: student behaviors--information processing, choice-making, reflection, problem solving, and procedures or…

The purpose of this investigation was to assess the effects of behavioral objectives and criterion evaluation upon the classroom progress of adolescents. Classroom behavior and academic achievement were examined within the experimental setting. In assessing the importance of this study, consideration was given to classroom behavior and achievement…

"Good teaching" is notoriously difficult to measure. It may be possible, though, to say where a teacher stands on a scale of development which has four stages. In the first stage, the authority is the teacher, and the student gives back rote responses. In the second stage, the authority is the text or syllabus, and the student asks…

This paper describes the results of an effort to apply a classification system, developed by the Human Resources Research Office (George Washington University), to a set of terminal objectives in reading. The classification system contained five factors, each factor embracing three levels. Some 312 terminal objectives (and 766 approximations) were…

The general needs assessment instrument can provide the means for a school district to assess its needs relative to the Ten Goals of Quality Education. It is comprised of 63 area behavior statements, which encompass the 10 goals, and a 5-point rating scale (most important-least important) for each. The individual needs assessment instrument is…

The development of the student as person and as group or community member became a major theme of educational innovation during the 1960s. Previously, most educators had sought to make a sharp distinction between intellectual and personal/social development, assigning the first to the schools, the latter to home and community. This distinction has…

This chapter deals with three difficulties that inhibit the author's addressing the assigned question--what new theories, practices, concepts, or research in the natural sciences provide new insight into the affective domain? The first difficulty is that no striking discoveries have been made and that what is known about the relationship of…

A comparative study of graduate and undergraduate students in social work and business administration is described. The students were compared on two attributes: Machiavellianism (manipulative orientation) and social insight (critical assessment skills). A lack of notable differences between the groups was found. Implications of these findings are…

A formal observation technique was used in an urban classroom context to assess the verbal and nonverbal-visual behavior of 17 Navajo and 7 Caucasian children. Two statistical techniques revealed significant intergroup differences in verbal and nonverbal-visual style. ( Author)

Describes effects of architecturally determined residential group size on development of social groups and norms of social control over shared interior spaces. Long-corridor residents expressed lower feelings of control over themselves in shared interior spaces and reported they exerted less group-derived social control over hallway space than…

A discussion of the influences of impulsivity on test performance is presented, along with suggested procedures for ascertaining more accurately the cognitive abilities of impulsive children. (Author)

Numerous changes that students undergo after entering college are charted in this brief review. Most dramatic are the decrease in religious behavior and increase in hedonistic behavior. Behavioral characteristics are listed, followed by positive and negative environmental effects. (LBH)

Describes a study that investigated the activities and interactions of teachers and students in two Western Australian high schools. Reports findings dealing with activity structures, reward systems, teacher expectations, and disruptive students. Also contrasts the managerial styles of three teachers. (ML)

Assessed reading achievement of five second-grade girls under two contingencies: (1) teacher contacts were made during on-task behavior; and (2) differential reinforcement of an incompatible behavior (DRI) with teacher contacts contingent on students' hand-raising behavior. Reading achievement and time on task were greater under the on-task…