Pupil control has been described as the major problem facing our schools. Teachers have been described as reluctant to adopt innovative practices in the classroom for fear of being charged as soft on discipline. This paper reports on research designed to test the relationship of biology teachers' pupil control and their classroom practices.
A sample of 68 biology teachers was selected by a stratified randomized process for the study. Two groups of teachers were compared on the variables of the Biology Classroom Activity Checklist.
Analysis of the results permitted the authors to conclude that those teachers who have a more humanistic pupil control ideology may be preferred to work with the BSCS programs than those teachers who have a more custodial pupil control ideology.