Describes a peer culture development program implemented in three Chicago public high schools (N=150), which uses peer influence in group meetings (classes) as means for reduction of adolescent problem behavior. Reports an evaluation study providing generally positive findings showing reduction in destructive or detrimental behavior. (Author/LLL)

The changes that personal computers might bring to student life are examined by analyzing a long-term time-allocation study and individual interviews. The displacement of time from other activities, the purposes of computer use, and the impact of students' social arrangements on computer use are discussed. (Author/MLW)

High school students were observed to investigate time-on-task and learning gains. Classroom observation and learning gain measurement showed that a lecture/discussion instructional technique led to the highest student achievement. Use of seatwork caused the least amount of achievement. (DF)

Educable mentally retarded adolescent boys and girls and nonretarded age peers were contrasted on the Behavior Problems Checklist. Mentally retarded students showed more Coonduct Disorder (aggression and disruption) and Personality Problem (anxiety and withdrawal) kinds of maladjustment. Results are discussed in eight of prior findings and needed…

School nurses need to be aware of how divorce affects children and to have the necessary skills to assess emotional problems. Student behaviors to watch for that may indicate emotional problems are listed. (Author/DF)

Examined the effect of course content and cognitive style on classroom behavior in 29 low-achieving boys ages 12 to 14 who completed the Embedded Figures Test. Comparisons of classroom behavior observations showed field independent subjects were more disruptive, but behavior was principally influenced by course content. (JAC)

Decrying dependence on "helping professionals," the author maintains that people absolved of responsibilities for their actions are willing to give up their independence. Prevalent psychological approaches to parenting and to treating students' behavioral and academic problems are criticized, and the common-sense solution of holding students and…

Investigated interactive and noninteractive classroom behavior (as related to structural dimensions of the classroom) in order to observe student-student interaction in naturalistic classrooms, specifically in science subjects. Also investigated the empirical validity of a conceptual framework related to student classroom behavior. (JN)

Describes the effects of a home-based reinforcement program (designed to modify classroom behaviors) on the academic performance and behavior of three fourth-grade boys. Results demonstrated the effectiveness of home-based reinforcement intervention in improving the academic performance of underachieving children while simultaneously reducing…

This article describes 12 major components--grouped into philosophical, organizational, and operational categories--that should be included in planning and initiating an effective school discipline system. (Author/JW)

Assessed the reliability and validity of an instrument designed to assess the extent of alcohol and drug use. Factors in a school or community contributing to use of alcohol and drugs are identified. Uses of the results for school and community planning are included. (Author/JAC)

Teachers and classroom aides of learning disabled pupils were asked to complete the Conners Abbreviated Teacher Rating Scale (CATRS) on two separate occasions, one month apart. Inter-rater reliability for teachers (.866) and for aides (.602), and reliability across time for teachers (.866) and aides (.603) achieved acceptable levels. (Author/BW)

In a foreign language classroom, the students' job is that of mutual comprehension, among themselves and with the teacher, by not only attempting to understand but also understanding what is expected of them. It is this pattern of exchange that explains the slow rhythm and thematic progression of foreign language classes. (MSE)

Two studies of 6-7 year old children (one 12 subjects, one 36 subjects) were conducted to describe and relate the function of behaviors. Significant findings include a negative correlation between solo activities and teacher assessed ranking and a positive correlation between associative behavior and educational attainment. (SL)