Discipline alone is not enough to make a school a better teaching and learning environment. Like punishment, discipline applied as control can cause more difficulties than it remedies; continual emphasis on discipline with constant surveillance by the teacher for infractions may produce more problems than it solves. By clearly connecting learning…

A study was conducted to examine and describe the cultural knowledge, ideas, beliefs, and actions of children in a classroom as they acquire and apply reading skills. Subjects, 26 fourth and fifth graders and their teacher in one elementary classroom, were observed during reading and social studies instruction over a period of 4 months and were…

Project CATCH assessed differences in high school performance and retention among students who applied to vocational high schools and were denied admission, those who applied and were accepted, and those who had not applied. Data were collected from 2,700 intermediate/junior high school students. Students completed a Survey of Choices--perceptions…

This module (part of a series of 24 modules) is on teachers' use of systematic observation records of social behavior to aid in assessing students' special needs and in evaluating the effects of specific programs. The genesis of these materials is in the 10 "clusters of capabilities," outlined in the paper, "A Common Body of…

Before technical educators can develop pride and professional manner in their students, they themselves must be proud to be teachers of allied health professionals. A program is described in which behavioral techniques are both used and taught. (Author/AJ)

To be a competent teacher, the school environment must be organized to preserve a system of student behavior and group functioning which allows the teacher to select the activities in which the group will engage. This is often called "maintaining control" by teachers. Means of organizing the school context to affect student behavior are…

This report describes variables that differentiate the classrooms of more effective and less effective teachers. Teacher effectiveness is defined as the ability of second- and fifth-grade teachers to teach specially constructed reading and mathematics curriculum units over two weeks. Twenty more effective and twenty less effective teachers were…

This study attempts to analyze some aspects of open education by examining the effects of the teacher's authority style. This aspect of the structure of the school is examined in conjunction with certain status characteristics of the school population. The following variables are considered in the study: (1) community type; teacher race, sex,…

Perceived problems of elementary and secondary student teachers encountered during the student teaching sequence are measured and analyzed. In addition, perceptions of the adequacy of preservice training to meet these problems are elicited. Four hypotheses are tested in the investigation: (l) discipline would rank as the number one problem for all…

Most analyses of the effectiveness of educational systems or technologies report results in terms of the impact of educational resources on educational outputs, with virtually no attention to the decisions the student may make or the time the student takes to learn the course content. Focusing on the student as an important decision-maker leads to…

The selection includes speeches, reports, and occasional remarks made by the president of Grinnell College to various constituencies over a ten-year period, 1965-1975, a particularly busy and fretful time in higher education. The papers are gathered into categories: educational plans and philosophies; the state of the college; student life and…

This report summarizes the responses of principals of elementary schools participating in the I/D/E/A Change Program to a survey questionnaire that focuses on program implementation and selected efforts that may be associated with Individually Guided Education (IGE). Survey data are presented for the school years 1973-74, 1974-75, 1975-76, and…

This research investigates the rules by which three Montessori teachers -- a head teacher and two student teachers -- attribute causes of student and teacher behavior within and outside their classrooms. Availability information is given in SO 504 073. (Author/RM)

Adapted from a speech delivered on Charter Day at the University of California.