Responses from teachers, subject coordinators and school administrators in 23 Queensland state high schools were analyzed to ascertain the perceived importance of subject coordinators to teacher satisfaction, teacher dissatisfaction, and the learning of students in classrooms. (Author/MLW)

An inductive analysis of studies on discipline reveal four characteristics of effective classroom management. Preservice teachers should be able to: (1) develop a workable set of rules; (2) respond consistently to inappropriate behavior; (3) structure activities to minimize disruption; and (4) respond to, but not denigrate, the disruptive student.…

Research shows that attitudes of 64 elementary education student teachers toward teaching changed in a negative direction as a result of their student teaching experiences. (CJ)

Describes types of physical punishment used in schools; reasons given for the punishment; and responses by students, parents, and the community. Says that parents who object to corporal punishment of their children receive better redress from the school board or administration than from the courts. (Author/GC)

Discusses the problem of fundamentalist Chiristian day care facilities and schools that mete out corporal punishment to young children and justify it with Biblical passages and Christian doctrine. (GC)

Addresses corporal punishment in schools as a policy issue, regarding every manifestation as either abusive or potentially so. Discusses the history of physical punishment in schools, reviews current sentiment toward its use, considers policies in other countries, and examines disciplinary alternatives and child abuse prevention methods.…

Well-drafted codes of discipline can help to eliminate the ambiguity and arbitrariness that often have been associated with school discipline. Discipline codes should be characterized by fairness, fact-finding provisions, completeness of information, frankness, flexibility, informality, firmness, concern with disciplinary suitability,…

Describes a research project which examined the perceptions of junior college instructors toward the sociology profession. Questionnaires were sent to 72 institutions in the United States. Results indicate that the discipline of sociology is not meeting the needs of instructors who are acutely aware of their professional loneliness. (RM)

Studied student, school, and staff characteristics to determine factors related to the disproportionate numbers of male and Black students suspended or expelled from school. School practices and conditions said to mediate the problem are identified. (Author/MW)

Reviews the National Institute of Education's 1978 study of school crime. Offers several social trends as possible causes for recent increases in school crime. Suggests methods for reducing violence in the schools. (BE)

The author discusses major theories and developments over the last 30 years in three areas of developmental psychology: cognitive development, first language acquisition, and personality. He also comments briefly on methodology in the field. (SJL)

In two urban infant schools, views on students' behavior was obtained from classmates and teachers. Boys' behavior was regarded as less appropriate than girls' behavior, particularly by classmates. There were significant positive correlations between teachers' and pupils' views, and similar results between schools, despite their social class…

An empirical enquiry into the nature of academic disciplines is described. The main similarities and differences of six academic disciplines--physics, history, biology, sociology, mechanical engineering and law--are outlined. Different research styles are identified and characterized as urban and rural research styles. (Author/MLW)

Durkheim's theory of education encompasses three components: (1) autonomy, (2) identification with a group, and (3) discipline. Since identification with a group is crucial, the exceptional child should be mainstreamed or integrated into the school and social situation so that s/he can become a part of society. (JN)

The director of Woodberry Forest Summer School outlines the implementation and operation of his program as a model for similar endeavors. (SJL)