We examined the relations between emotionality, emotion processing, and aggression in 182 first-and second-grade children. Consistent with Tomkins' and Izard's theoretical predictions, emotionality correlated with emotion processing. In particular, the happiness component of emotionality correlated with emotion attribution accuracy and empathy, the anger component correlated with anger attribution bias and empathy, and the fear component correlated with fear attribution bias. Multiple emotion processing deficits-including emotion attribution accuracy, anger attribution bias, and self-report of empathy-placed children at risk for heightened levels of teacher-reported aggression. Mediational analyses revealed that an emotion processing risk index fit a model of significant partial mediation between happiness and aggression but not between anger and aggression. The results suggest the multifaceted manner in which children's emotion experiences may influence the development of aggressive tendencies.

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School discipline addresses schoolwide, classroom, and individual student needs through broad prevention, targeted intervention, and development of self-discipline. Schools often respond to disruptive students with exclusionary and punitive approaches that have limited value. This article surveys three approaches to improving school discipline practices and student behavior: ecological approaches to classroom management; schoolwide positive behavioral supports; and social and emotional learning. The article examines their epistemological and empirical roots and supporting research, suggesting ways to combine approaches.

Although the construct of student climate has been studied extensively in the United States, we know little about how school climate is perceived in other countries. With large class sizes yet higher academic achievement and less disruptive and aggressive student behaviors, schools in China present a contrast to many schools in the United States. Differences in school climate between the two countries were examined in this study. The sample consisted of 10,400 American and 3,435 Chinese students across three grade levels (elementary, middle, and high school) in 85 American and 22 Chinese schools. Factor structure and measurement invariance across countries were first established for the Modified-Delaware School Climate Survey-Student. Differences in latent means were then tested. Across all three grade levels Chinese students scored significantly higher than American students on all four subscales (Teacher-Student Relations, Student-Student Relations, School Liking, and Fairness of School Rules). Effects sizes tended to be smallest in elementary schools and largest in middle schools. Significant differences between American and Chinese students exist in their perceptions of school climate. It is likely that those differences can be attributed to cultural differences in respect of authority, academic and social values, self-regulation and peer-regulation of behaviors, and teachers' classroom management.

Teachers completed a survey of attitudes toward several basic assumptions regarding inclusion of children with mild disabilities; perceptions of self-efficacy, competence, and teaching satisfaction; and judgments of the appropriateness of classroom adaptations. Respondents included 185 regular education teachers in traditional classrooms, and 71 regular education and 64 special education teachers who co-taught children in inclusive classrooms. Special education teachers held the most positive views of inclusion, as well as the highest perceptions of self-efficacy, competency, and satisfaction. Regular education teachers in the inclusive classrooms tended to report views similar to those of their special education counterparts. Regular classroom teachers in traditional classrooms held the least positive perceptions in these areas and viewed classroom adaptations as less feasible and less frequently used than did teachers in those classrooms in which the “protected resource” of two teachers was provided. Teachers in all three groups indicated a need for additional resources in order to appropriately serve children with disabilities.

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Based largely on social comparison theory, it was hypothesized that self-perceptions of scholastic competence, behavioral conduct, and global selfworth are (a) lower among children with learning disabilities (LD) in integrated classes than among nonhandicapped (NH) children in the same classes, and (b) higher among NH children in integrated classes than among NH children in nonintegrated classes. Scores of 341 third graders (52 LD Integrated, 164 NH Integrated, and 125 NH Nonintegrated) on the Self-Perception Profile for Children (Harter, 1985) provided general support for the first hypothesis, but limited support for the second hypothesis. Sex differences were found, as were Placement Group x Sex interactions. Results also indicated that measures of selfperceptions of scholastic competence, behavioral conduct, and global self-worth provided redundant information in the discrimination between LD Integrated and NH Integrated groups. Findings suggest that integration is unlikely to have a positive effect on the self-perceptions of children with learning disabilities, but may well enhance the self-perceptions of NH children, particularly NH boys.

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