As TESOL programs evolve to meet the demands of a globalized world, teacher-learners benefit from gaining opportunities to practice teaching outside their home countries. This article reports on four researchers' analyses of the experiences of US graduate student teacher-learners participating in a two-month practicum in Thailand. The practicum…

Six primary classrooms in an elementary professional development school were involved in this research, each characterized by high mobility and a diverse student population from economically disadvantaged families. Questions included the following: First, what approaches are found in a professional development school with diverse learners? Second,…

Within the field of Mobile Computer-Supported Collaborative Learning (mCSCL), we are interested in exploring the space of collaborative activities that enable students to practice communication, negotiation and decision-making skills. Collaboration is via learning activities that circumvent the constraints of fixed seating or locations of…

The nation's focus on the literacy skills of students--especially boys--has produced many notions of reform. School districts reorganized and changed curricula to meet the needs of struggling readers and writers. In New York City, where this author was teaching, "Balanced Literacy" (a reading and writing workshop) had been implemented in…

Vocational, academic, and special education teachers who had received inservice education in the individualization of instruction were observed to determine the effect of the education on their teaching. Data collection and conversion instruments were developed. Six trained observers performed 364 classroom observations in 10 Texas districts with…

This study reports on attempts to involve forty British teachers in a program of research into implementing inquiry/discovery approaches to teaching in classrooms, following the failure of a previous curriculum reform movement at the implementation stage. It was hypothesized that a fundamental problem of curriculum reform lies in the clash between…

Describes a method to determine whether particular strategies and materials are being used in classrooms as a result of inservice training. (Author/MLF)

Methodological issues and results described in this paper originated from a Stanford Research Institute (SRI) evaluation of classroom observation data collected in Spring 1973. The main question addressed in this evaluation was whether each of seven Follow Through sponsors had successfully implemented his program in a variety of sites. The steps…

The use of classroom observation is explored in several capacities. Specific observation instruments that were developed to evaluate the effectiveness of the National Follow Through Program were later used (sometimes in adapted forms) to study early childhood programs, secondary school programs, student teacher effectiveness; and use of time…

This paper presents a discussion of evaluation methods which can be used in preschool programs and emphasizes the importance of considering both outcome and process variables. Emphasizing the limitations of research which utilizes only outcome measures, the paper focuses on the benefits of an analysis of ongoing processes and interactions within…

A collaborative day care and public school kindergarten intervention program for children in several public housing projects in Boston was evaluated by means of the Bronson Social and Task Skill Profile, a classroom observation instrument. This instrument has categories that measure behaviors related to competence in carrying out social…

This fourth report of Follow Through Classroom Observation data, collected in Spring 1973 from 37 sites representing seven sponsors who participated in the planned variation studies, focuses upon the question of whether sponsors can deliver their educational systems to diverse kinds of communities. It is a study of the effects of training…

Findings from a 607 page report, "Follow Through Classroom Observation Evaluation 1972-1973," are briefly summarized. The report is based upon systematic observation of Follow Through classrooms in action. Two key questions have been asked: (1) How well is each of seven instructional models carried out within the classroom? and (2) Are…