This study evaluates the effectiveness of continued remedial problem counseling for those students in a large high school who were disciplined for serious breeches of school conduct and for those showing deteriorating behavior. After being disciplined, the offender was referred to the project counselor for intensive project counseling, lasting for…

The 24 case studies presented are built around common classroom and coordination problems encountered by student teachers in distributive education (DE) during their field experiences. Each case is presented in a brief narrative or dialogue form and is followed by several questions designed to promote an analysis of the problem and suggest…

This analysis of major discipline offenses committed at the University of South Carolina during the 10-year period 1963-73 is examined by state of residency. The sample consists of the 346 students who appeared before the University Discipline Committee for major offenses and were not adjudged innocent. Results indicate: (1) out-of-state students…

The author examines many common foci of classroom discipline through tape recordings and observations of 12 high school teachers as they went about the process of maintaining discipline. (Author/DE)

Children who are chronic discipline problems are rebelling because the school is not meeting their needs and interests. (JD)

A recent article by Leviton develops a taxonomy for individualized school discipline including use of corporal punishment with conduct-disordered pupils. Research shows corporal punishment does have a negative effect on some types of behavior-disordered children, but it may not be wholly inappropriate for all types of misbehavior. (Author)

Describes a study on the relationship between reading deficiency and disciplinary problems; relates the original data to the same student population's status with regard to high school graduation four years later. (MAI)

Compulsory attendance laws seem to assure each teacher a fair share of students who are less than enthusiastic about being in the classroom. Experience has shown teachers that many students in this less than enthusiastic state present discipline and learning problems. Here is a method designed to minimize classroom discipline problems while…

Identifies common discipline problems and possible behavioral management strategies to solve them. Suggests using the Daily Progress Report as a tool to incorporate proven counseling techniques into an easily managed, individualized, effective program for responding to disruptive adolescent students. (ABB)

Although prepackaged curriculum and training program materials can save precious time, they can also negatively affect efforts to improve school and classroom discipline. Obedience models often yield quick results at the expense of developing responsible students who understand the important principles underlying school rules. (MLH)

A teacher describes how she managed to turn one student's disruptive behavior into an opportunity for all students to learn about conflict resolution. (JL)

The Chicago (Illinois) public school system has developed a discipline program that stresses fair and consistent discipline. School personnel, parents, students, and the community are all involved in school activities. Several of the programs and activities are discussed. (DF)

Compares the findings of a 1961 Georgia study and a 1984 Illinois study of the most severe discipline problems occurring in high schools. (HOD)

Analyzes recent school crime trends, drawing primarily on National Education Association and United States Department of Justice surveys. Presents 1973-1980 data on assault, robbery, and theft--both competed and attempted--against secondary school students, and 1972-1983 figures on assault, vandalism, and theft by students against public school…

When compared with regular schools in the same district, fundamental school students performed as well as or better than regular school students; fundamental schools rated better on learning climate, discipline, and suspensions; and there were no differences in student self-concept. (Author/BW)