Author Description

Nine contributions discuss the current paradigm of behaviorism of in today's classrooms and why it must change. They explain the underpinnings of behaviorism, provide four classroom management models, and present the context in which change needs to occur. The papers derive from the 1996 and 1997 Classroom Management Special Interest Group sessions of the American Educational Research Association, held in San Francisco, California. Annotation c. by Book News, Inc., Portland, Or.