Suggests that the way to curb discipline problems in schools might be both to clearly spell out rules and to alert students to penalties that go with violating them. (AOS)

Concludes that the ability of public high school disciplinarians to recognize the elements of fairness in student suspension situations is only minimally acceptable. (FL)

A questionnaire on due process allows readers to compare their responses to hypothetical cases, beliefs concerning the impact of recent court action, and relevant legal knowledge with responses by administrators participating in a study. This study showed that administrators directly responsible for discipline complied least with due process…

Eight theme articles discuss discipline in the classroom, including a definition of student management, ways to recognize and ward off problems, and how to cope. (JOW)

Responses of 101 Tennessee school superintendents indicate: all allow and use corporal punishment; 57 keep records of corporal punishment usage; corporal punishment is considered effective in many cases; the community is seen as supportive of corporal punishment; and the paddle appears to be the most popular method of corporal punishment. (NEC)

Historically, public school officials have acted without consideration for due process in issuing grades to students, in excluding students from school for academic failure, and in lowering grades as a means of disciplining students. The constitutionality of these actions is challenged and recent court cases are reviewed. (Author/KC)

Discusses nine types of court approved disciplinary measures available to schools and teachers. These include detention and in-school suspension, corporal punishment, physical restraint, grade reduction, denial of extracurricular participation, and suspension and expulsion. Synopses of significant legal decisions covering the application of school…

Argues that effective authoritarians establish their authority in the classroom only so that eventually they can relinquish it to students, who must learn to become responsible citizens of school and society. Offers three principles for promoting good classroom discipline. (FL)

Sequoia Freshman School, a ninth-grade school in Fresno (California), has drastically reduced suspensions through a noontime in-school suspension program that helps students recognize inappropriate behavior, gives them counseling, and alerts parents or guardians to student misbehavior. A copy of the notification form is included. (Author/RW)

Discusses research on preschool children's perceptions of adult disciplinary methods and on possible discontinuities between the methods of parents and child caregivers. (Author/SS)

The purpose of this paper is to describe Hazelwood, an early nineteenth-century experiment in progressive education; analyze the reasons for Hazelwood's closure; to re-examine the school's influence; and to evaluate the validity of its favorable reputation. (Author/KC)

An alternative educational program that is highly structured, closely supervised, and appropriately staffed is proposed for the chronic disruptive student. (Author/MLF)

The report most frequently heard in successful schools is that rules are carefully and openly developed, clearly announced, firmly enforced, and consistently applicable to everyone. (Author)

Introduces an instrument for teachers to use in clarifying their beliefs on discipline so they can select strategies with which they are comfortable. (Author/MLF)

Suggests a new philosophy and set of procedures which excludes punishment as a way of correcting low-level performance and student behavior. (Author/RK)