Abstract
A great deal of research was conducted during the 1960s on the application of behavioral principles in classroom management. This initial interest seems to have waned in the 1970s as indicated by a marked decline in relevant research. This decline reflects, in part, the typical shifting of fads and fashions in science; but the misconception that there is no more to be learned from research in this area also seems to be a factor. This unfortunate conclusion stems from many sources, but is perhaps primarily attributable to our failure to question the role of classroom behavior modification programs in a broader social context. What is the purpose of public education? What is the role of behavior modification in this context? Is it only to keep children docile for six hours a day? There is still much to be learned.
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© 1981 Plenum Press, New York
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Lahey, B.B., Rubinoff, A. (1981). Behavior Therapy in Education. In: Michelson, L., Hersen, M., Turner, S.M. (eds) Future Perspectives in Behavior Therapy. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-3243-5_2
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DOI: https://doi.org/10.1007/978-1-4613-3243-5_2
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