Occupancy policies, student participation in housing policy, and patterns in construction were among topics studied. (Editor)

Research supported by the U.S. Office of Education. Reprints from: Joseph M. Masling, Psychological Clinic, State University of New York, Room 211, Townsend Hall, Buffalo, New York 14214.

This study follows from the premise that there is a positive and substantial correlation between achievement and instructional time. Specifically, the author describes multivariate relationships existing between proportions of time spent on instruction and behavior in the classroom, and six potentially important contextual variable subsets. For a…

Studied hazing practices at a large university and compared active and alumni fraternity members' (N=259) attitudes towards them. Results showed alumni accepted hazing more than active members. Most members believed hazing served a valuable purpose and did not create problems in their own chapter. (WAS)

The author answers Jere E. Brophy's criticisms of a previous paper on the usefulness of behavior analysis for improving classroom teaching and learning. Briefly discusses the issues of control of student behavior, individual versus group learning, and behavior analysis versus traditional classroom management methods. (Author/MJL)

Student behaviors listed by teachers as most detrimental to the teaching process are lack of motivation and interest, resistance to discipline, and failing to follow directions. Least detrimental actions are poor attendance, lack of confidence, and sullen behavior. (FL)

Constructs a theoretical model for analyzing the social context and genesis of teacher and student classroom-coping strategies. The author develops the model by integrating the macrofactors identified by Andy Hargreaves and the microfactors identified by Peter Woods that influence classroom-coping strategies. (AM)

Type A behavior, also known as coronary prone behavior, should be identified in children as its lack of treatment could lead to coronary disease and death if the child continues the behavior into adulthood. (CJ)

Reports results of a study in which Japanese female undergraduates (N=118) responded to an environmental concern scale based upon a model of anti-pollution behavior focusing on: approach to information, confidence in science and technology, appreciation of natural beauty, causes, consequences, and purchasing and coping behaviors. (DC)

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)

To manage schools effectively, administrators must first have a strong set of policies that guard against legal entanglements, define student rights and responsibilities, and guide student conduct. Lists the topics that such policies should address. (WD)

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).…

An integrated study of Shine's actualized and pure single-subject behavior functions can produce more information than studying only one function. After summarizing the mathematics behind Shine's viewpoint, an ordinary regression analysis approach to the actualized behavior function is integrated with a time-series analysis approach to the pure…

American schools traditionally have been expected to have a role in students' affective development by encouraging positive development and preventing undesirable development. (MM)