A survey of 203 elementary teachers revealed that, contrary to popular belief, most elementary teachers do not dislike math and that there is no significant difference between male and female attitudes toward math. Suggests ways to prevent student and teacher math anxiety. (JM)

Describes a program in Richmond (Virginia) that combines art, music, and physical education to foster exposure to and creativity in the arts and humanities. (JM)

Makes a case for affective education based on the assertion that affective-interpersonal skills make possible continually expanding human productivity. (Author/JM)

Explains how affective education for students, teachers, and administrators can save schools money on such items as substitute pay, student retention, vandalism, and teacher transfers. (Author/JM)

Applying the principles of affective education will help students learn anything better, including the basics. Student learning depends on four highly affective factors: self-concept, feelings of challenge or threat, values, and feelings of belonging or being cared for. (Author/JM)

Trained in affective methods, teachers in Philadelphia (Pennsylvania) are helping students raise reading scores, improve comprehension, and feel good about learning. (Author/JM)

The Teacher Expectations and Student Achievement Program focuses teachers' attention on interpersonal behaviors that can lead to improved student achievement. (Author)

Although academic achievement is related to self-perception, improving student self-concept is an important goal for its own sake. The enhancement of self-concept must be a major issue in curriculum planning and development. (Author/JM)

When applied to values education, the personal computer provides interactions that promote reflective analysis while ensuring discretion and psychological safety. (Author)

Offers considerations that can guide teachers in the examination of their own attitudes and behaviors regarding discipline problems. Presents a model to help teachers deal with discipline problems, including an analysis of sources of misbehavior, prevention techniques, phases of discipline, and behavior adjustment. (Author/JM)

The goal of the Peer Helping Program in the Bayonne (New Jersey) Public Schools is to develop in students a high degree of self-respect, respect for each other, and respect for their school environment. (Author)

Junior and senior high schools in Garden City (Michigan) restored school spirit with a retreat where student leaders and building administrators could meet in an informal settings, get to know each other, and make plans to improve the schools. (Author/JM)

Based on the belief that affective education cannot be left to an informal process of "warm fuzzies," the system described here is a structured instructional program with specific affective objectives and a scale for monitoring achievement. (Author/JM)

Presents information that teachers need when undertaking affective assessment: why such assessment should be done, what should be assessed, what instruments are available, how to determine the quality of the instrument, and how to interpret scores. (Author/JM)

To gauge the state of practice in individualized education, the author scanned advertisements in an educational magazine, examined entries in Education Index and ERIC, polled experts, and surveyed teachers. The result: the movement peaked in the mid-seventies, but may rise again. (Author/JM)