We conducted a preliminary investigation of a randomized dependent group contingency to decrease disruptive behavior during hallway transitions. Two first-graders, identified by their classroom teacher, participated in this study. A multiple baseline across transitions was used to evaluate the effects of the randomized dependent group contingency…

Concerns about schoolboy "laddish" anti-learning and/or anti-school cultures are pervasive in current education discourses. Mandates to tackle laddishness frequently assume that there is a common understanding of what laddishness means, and also that teachers will know how to tackle it. This article explores these assumptions, drawing…

Examines several alternative models to account for the distribution of group disorder in New York City's 56 comprehensive academic high schools. Advances the thesis that, while disorders occur in the schools, their roots lie in the larger society. (Author/MLF)

This paper presents an overview of the literature concerning discipline in the classroom, focusing specifically on the root causes of discipline problems and the development of problem-specific responses. A bibliography and suggestions for further reading are also included. (DS)

A method for recognizing supportive behavior among the students of a seventh grade social studies class, whose disruptive and abusive behavior made learning impossible, resulted in positive personal growth for both teacher and student. (JH)