A retributive perspective, in which punishment must be the response to a misdeed regardless of the misdeed's consequences, provides a more substantive approach to the disruptive student than does the presently accepted rehabilitation-utilitarian perspective, which only advocates the punishment of misdeeds that do not promote institutional goals.…

Describes the qualities of a good disciplinary policy. (JM)

In this plan, teachers clearly inform students in writing at the beginning of the year of their expectations regarding student attendance, lateness, and coursework. (JM)

Kenneth Clark asserts that corporal punishment is an anachronism and that it is applied arbitrarily and sometimes sadistically, teaching children to use violence to solve problems. Charles Miller replies that both common law and common sense support the use of corporal punishment, when all other disciplinary approaches have failed. (SJL)

The author cautions against the overuse or misuse of in-school suspension as a disciplinary measure and suggests rules that incorporate principles of equity in order to avoid abuse of in-school suspension policies. (KC)

Surveys the ideas of William Glasser and Herbert Kohl on discipline and then evaluates them by reviewing both their strengths and weaknesses. (Author/MLF)

A program designed for the handling of student disruptions uses the basic concepts of Eric Berne's Transactional Analysis in an in-service program to help teachers understand better what is happening in transactions between two people. William Glasser's Reality Therapy is used as the vehicle for attempting to change student behavior. (Author/MLF)

An interview with an outstanding teacher reveals an innovative discipline policy as well as methods for motivating low-achieving students. (LH)

Suggestions are made for clarifying school discipline policy through collective bargaining between administration and teacher associations. (JD)

The author reviews some of the arguments for the retention or abolition of corporal punishment in the schools in light of his own experiences as a teacher. (SJL)

Outlines the elements of the Discipline with Dignity model. Describes three kinds of intervention--crisis, short-term, and long-term--in which students develop new strategies for success in school and life. Claims that these strategies will enhance student development. Contrasts punitive approaches with effective methods that elicit dignity. (RJM)

Identifies four popular models of in-school suspension (ISS) and discusses research on modifying the behaviors of ISS students. Hopes that by identifying and analyzing successful ones educators can develop more insightful and effective programs. Considers how counseling makes a difference. (SG)

Academic dishonesty is on the rise. This article examines how we can teach students to honor the truth. Queens College is provided as an example of a school that takes a step beyond simple punishment by asking students to reflect on what they have done. (Contains 11 references.) (GCP)

Reviews "Discipline and Learning in Chicago Schools" by Frederick C. Lunenburg, a study of nine public and Catholic secondary schools in Chicago that focused on pupil control ideologies and styles. (TE)

Examined campus disciplinary officers and environment in which they operate, incorporating existing research with survey designed to provide accurate picture of the organizational and administrative practices surrounding student disciplinary codes. Findings from 327 members of the Association for Student Judicial Affairs suggest that student…