Describes a four-part journal format for use by students in an interpersonal communication course. The four parts are (1) student assessment of skills; (2) goals; (3) strategies for implementation of goals; and (4) review. (JMF)

It is necessary to understand the intention of a teacher in a specific situation if the behaviors of the teacher and student are to be fully understood. The interactive nature of teaching emphasizes the need for an understanding of the role of feedback in teaching methods. (JN)

Presents a 10-question quiz based on court decisions reported from 1977 through 1979. Three areas are covered--student discipline, student searches, and student expression. Answers and explanations are given for each question. (IRT)

The purpose of this study was to determine the effect of three kinds of interruptions (pupil interruptions, external interruptions, and teacher interruptions) on the continuity of pupils' attention in the classroom. Participants were 32 student teachers in four geographically distinct locations in British Columbia. (Author/MP)

Most student misbehavior is either a way of challenging or coping with the classroom system. Examples of and suggestions for dealing with coping and challenging behaviors are given. (Author)

In a program designed to teach students specific behavior skills that will help them to function better in the classroom, appropriate behaviors are systematically monitored and reinforced. (Author/MLF)

Ideas are given for incorporating moral education into the classroom setting. Examples draw primarily from science and environmental education. (SA)

A report is given of a study on how young children develop social skills in situations where rules are adapted to the flow of conversation. (JD)

Phencyclidine (PCP) was studied in conjunction with alcohol and marijuana use for a sample of tenth grade students. Rates of use, attitudes toward the drugs, perceived norms among significant others, and intentions to use the drugs in the future were assessed. (Author)

Examines board policies requiring that students have their grades reduced for missing classes, misbehaving, and commiting similar infractions. Concludes that such policies are constitutional if they are reasonable and fair and are applied in an even-handed manner. (Author/IRT)

Reporting a significant relationship between teacher acceptance of diverse behavior and their resistance to the biasing influence of a deviancy label, this article indicates academic performance of at least some children may be affected by the bias effect and suggests five ways to reduce the negative effects of bias. (Author/SB)

Examines the effects of varying physical resources, such as space, play equipment, and class size, on children's behavior. (MP)

The concept of institutional transference--both negative and positive--is reviewed, and a description of how it appears within the university setting is described. The dynamics of this phenomenon are discussed along with guidelines for dealing with students in whom it becomes manifest. (JMF)

A study of 50 schools investigated extent to which the degree of congruence in principal's and students' perceptions of the principal's role was related to the level of student conflict behavior. Results indicated high negative relationship and that a major determinant of student conflict may be perception of the school administration. (DS)

The use of longer mathematics assignments with fourth- and sixth-grade students resulted in improved student behavior and a greater number of correct answers. (Editor)