Courses: Visual Rhetoric, Political Communication, Media and Society, Argumentation. Objective: Students trace a social hierarchy created through the visual reason of memes.

The need for discipline in the classroom is shown, and three rules for establishing acceptable behavior among students are given. Consistent expectations and action backing them are suggested. (Author/CM)

The Special Education Learning Center in Hartford, Connecticut, successfully teaches students with serious behavioral disorders. The program features a behavioral curriculum, built around rewards, punishments, a fully supervised setting, collegial support, and physical intervention. (TE)

Perceives an increase in adult expectations of children's competence and a concomitant narrowing of what is considered normal child behavior. Questions the growing practice of placing children in "transition,""pre-K," and "pre-first" classes, and in pull-out "gifted" programs. Calls for greater acceptance of variety among children. (PAA)

Describes one teachers' system of democratic discipline in which the children deliberate and construct the list of rules for the classroom. Addresses: (1) introducing democratic discipline; (2) daily routine; (3) typical problems, typical solutions; (4) novel solutions; (5) recurring problems; (6) unintended results; (7) context for children's…

Promotes the effort to amplify the concept of guidance to help children solve social problems. Defines guidance, traces the guidance tradition in early childhood education, examines the present trend toward guidance, explains what guidance is not, and illustrates key practices in classrooms where teachers use guidance. (Author)

Describes the components of positive discipline, including giving children choices, using natural and logical consequences to teach, using follow-through to teach positive life skills, and teaching children the ability to problem solve. Notes that the goal of positive discipline is to guide children's behavior toward development of self-control…

Compared the relationship of temperament to adjustment in Israeli and American early childhood group care centers. Cross-cultural differences in the ideals held by caregivers and their judgment of actual children were found. The relationship between temperament and adjustment differed between the two groups. Suggested that the "fit"…