A project is reported in which students consurrently enrolled in a course in psychological foundations and in student teaching received a concentrated consumer's course in systematic behavior management with emphasis on application. Performance objectives are described. (LBH)

Possible bases for student influence over teachers are examined. Since teachers cannot avoid being influenced by students, it is important for them to consciously select the kinds of influence efforts to which they will respond. (MJB)

Before integrating special needs students into a regular industrial or vocational education class the teacher should be trained, then the students. The author describes staff inservice to develop understanding of special needs students, how to motivate them and deal with inappropriate behavior, from his experience at the Calhoun Area Vocational…

Results of this naturalistic study indicate that feelings and reactions of pupils to a classmate's death may be facilitated or hindered by behavior of adults involved. The most powerful hindrance is the teacher's denial of the child's capacity to deal with death. (Author)

Analyzes the use of behavioral self-modification projects in college classes. Such projects are attempts by students to apply the principles of behavioral psychology to their own behavior. Discussed are impact of projects on student learning, extent of student behavior change, and adequacy of research design. (Author/AV)

The Peer Leadership Program decreased student absences, the dropout rate, physical attacks, and vandalism costs, and increased student involvement. (Author/IRT)

Describes the characteristics associated with children who have receptive language disability or aphasia, the difficulties these children have in everyday living, the problems they can expect in school, and the responsibility of the teacher and parent in helping the aphasic child overcome his problem. (RK)

A number of descriptive-analytic instruments for use in training preservice and inservice physical education teachers are described, and suggestions for their use are offered. (MJB)

Describes a pilot program in small-group counseling designed primarily as a corrective program for junior high students with serious behavior problems. It attempts to make wholesome changes in student attitudes. (Author/IRT)

Argues that there are many sources of information about schools other than standardized tests and questionnaires, and stresses the value of careful, unobtrusive observations that are well focused and intelligently interpreted. Lists numerous unobtrusive criteria for possible use in evaluating students, school programs, and school personnel. (JG)

Discusses the interaction between children's behavior, and the way in which teachers perceive them. Considers the extent to which there is a relationship between the individual teacher's view of children, his response to difficult children, and the number and nature of children reported to present problems. (Editor/RK)

Emphasizes the need in communication education to balance the teaching of specific terminal behaviors with the teaching of cognitive learning. Suggests teaching methods for implementing cognitive goals in the classroom. (MH)

Responds to commentaries on his article on self-organization theory. Makes the point that student behavior cannot be understood outside of its environment nor can the campus environment be understood apart from student behavior. (ABB)

Describes the SOLO Taxonomy, a five-level hierarchy designed to help teachers evaluate the quality of students' thinking. Illustrates how the taxonomy may be used to construct questions and score responses to test questions. Concludes that the taxonomy has broad curriculum applicability and can make a substantial contribution to improved teaching…

Examines the problems substitute teachers have with conducting regular lessons when the class is unruly and offers a student questionnaire that gives an idea of what substitutes face as one solution. (JC)