be used by teachers to create structures of positive discipline. This text analyzes 18 models of school discipline developed by educational thinkers of the last half century and shows how they can be applied in realistic situations. A unique contribution of the text is that the theorists listed also coordinate with Professor Charles to ensure accuracy in the presentation of their models. Teachers are motivated to create a structure of positive discipline based on traditional and current disciplinary approaches. The models of discipline presented in this book include six historical approaches that can be studied for perspective and development. Beyond the historical models, eleven current "application" models reflecting current thought are included with chapter ending cases for each model. The same four cases are repeated to compare outcomes using the suggestions of different models. The final portion of the book presents a guide that helps users build their personal systems of discipline. Readers are guided though the process of designing systems of discipline suited to their particular needs. The book is user friendly and contains many pedagogical features.

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