Adams and Cohen (1974) demonstrated that facial attractiveness was a salient factor in differential student-teacher interactions. This research investigates further the interaction between teachers and children perceived to be attractive or unattractive by those teachers. It was hypothesized that attractive children would exhibit more "positive,"…

Attempts to give some idea of how reinforcement and other learning principles work in practice with students in ordinary schools by using as reference three workshops for teachers run by educational psychologists in Birmingham in 1975. (Author/RK)

This article discusses 11 hypotheses that may explain why respect for the school as a rule-governed organization has slipped to such a low status. It suggests that improvement in student behavior may require basic changes in the ways schools are organized and managed. (Author/RK)

An ethnographic depiction of the regularities of classroom instruction and an understanding of the student intent and response in such settings provide a perspective on both project Follow Through and the problem of task engagement. (Author/MLF)

Describes the types of teacher coordination that are necessary for survival in open space. Teachers successful in open-space schools have provided the best and most useful information on how to survive in open space and their suggestions are discussed in five basic categories. (Author/RK)

Tests the hypotheses that a classroom teacher can, with a minimum of assistance, apply a "game" contingency to control the maladaptive behaviors of students and that this could be applied without upsetting the informality of the classroom or the teacher's on-going instructional function. (Author/RK)

The development, influences and effects of attitudes need to be considered as they impinge on the skills and content to be developed and the environment within regular and special classrooms. This paper addresses itself to these issues. (Author/RK)

School psychologists (N=6) structured their teacher consultation according to three consultative modes which varied primarily in the number of follow-up contacts. The findings indicated that follow-up contacts led to greater teacher implementation of recommendations, greater perceived pupil behavior improvement, and greater sense of cooperative…

Trust is a most important ingredient provided by the teacher in any learning interaction. This study examined the level of trust of teachers exhibited by male and female students in grades four through eight. As students' grade level increased, their trust of teachers decreased. (Author)

This article focuses on some of the many field observation techniques available for school counselors to use with elementary school counselors. (Author)

Author visits a progressive school which has no headteacher, and a policy of taking children labelled as troublemakers by other schools. (Editor/RK)

The purpose of this research was to determine whether the Utah State University (USU) Protocol Modules dealing with classroom management and pupil self-concept would bring about significant changes in the performance of in-service elementary school teachers and the pupils in their classrooms. (Author)

Suggests a method in which the combined insights and skills of secondary school staffs can be mobilized to support those teachers faced with problem behavior. Shows how this can generate greater effectiveness in a school as a whole, so that only a minority of children might require resources outside the school. (Editor/RK)

Recent doctoral dissertation research about the gifted population is summarized. Topics include: "appropriate" education; social and psychological perceptions; depression and underachievement in gifted high school males; problem solving skills; behavior differences between academically gifted achievers and academically gifted nonachievers; and…

Observation of behavior differences between 15 elementary school learning-disabled (LD) and 15 non-disabled girls in the regular classroom showed that LD girls spent less time doing schoolwork, that teachers did not spend more time interacting with LD girls, and that teachers responded less frequently to call-outs from LD girls. (Author/CB)