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This book describes how schools can promote positive and orderly climates that ensure learning. The text is divided into two parts. Part 1 looks at general concerns and provides a survey of discipline problems that public schools face and how the public views these problems. It discusses regularities, responsibility, and reinforcement--the three Rs of discipline--and outlines styles of classroom management and discipline as they relate to students' individual characteristics and overall school climate. It also discusses social and emotional growth and the process of socialization in relation to cognitive and affective development. Part 2 introduces three paradigms of discipline: discipline with loose boundaries, discipline with flexible boundaries, and discipline with tight boundaries. It includes strategies that are based on theories that encourage individuals to explore their emotions, as well as their attitudes, as they interact with others. The origins of behavior modification and applied behavioral analysis are likewise examined, along with various models that take into account the emotions and behavior of individuals and their democratic rights and the rights of others. The penultimate chapter helps teachers to select a discipline strategy that accounts for students' characteristics and includes a review of strategies outlined earlier. The last chapter discusses the increasing lethality of school violence, such as shooting sprees. (Includes an index.) (RJM)