Having reviewed other studies, author describes a behavior modification program in a ghetto school which succeeded only after one teacher was led to change her own behavior. Material rewards were used as incentives to the children. One child originally rated below average and troublesome became the class model student. (PD)

Briefly discusses research done during the 1960's. (CJ)

Explains flow-chart system and describes its use in a research study which confirmed a negative correlation between self-concept and amount of teacher talk. (RT)

Discussed is a contract", formulated by the teacher and her students at the suggestion of the consultant, designed to encourage less disruptive classroom behavior. The arrangement permits the student to learn or not to learn without having to cope with nagging by the teacher. (Author/CJ)

Shows that guilt, rather than sympathy or a desire to make restitution, is the dominant factor in bringing about compliance to a request. Bibliography and tables. (JB)

Presents the procedures, results, and conclusions of a study designed to determine which of several varying patterns of teaching was best for the achievement of the slow learner in a high school biology course (LC)

Describes successful effort to involve head residents in selection responsibilities. Discusses use of Record of Previous Leadership Experience, behavior ratings adapted from Interview and LGD Rating Scale (T. W. Banta) recommendation from head resident as selection criteria. (CJ)