Using a research design controlling for time of day, day of week, classroom structure and subject matter, study of classrooms with varying types of structure showed that teaching behavior and strategy variables appeared to be associated with (a) differences in subject matter and (b) differences in classroom structure. (MJB)

Provided for regular and special class teachers is a list of questions for observing student behavior in eight areas: independent work, organization, written work, teacher-directed activities, oral language, cafeteria behavior, relationship with peers and motor ability. (CL)

Reviews behavior correlates of effective teaching. (DAG)

The purpose and value of teacher observation is diminished if the post-observation conference is not well planned and productive. The observer must take into account the setting, the tone, and the messages conveyed. Includes advice on questioning strategies, data sharing, focusing strategies, and closure strategies. (Author/MD)

Teacher educators need to consider preservice teachers' observational strategies and their level of skill in using them in unguided field experience settings. Suggestions for helping teacher candidates to choose strategies appropriately, to identify what to look for, and to observe with accuracy are offered. (MT)

This paper discusses what the four preceeding papers in this journal have in common and where they differ. All look at William Bennett's lesson on Federalist Paper No. 10 from different perspectives. (MT)

Reports on a study in which an observation technique used to show differences in the communicative orientation of second language classroom interaction was pilot-tested in a variety of instructional settings. The technique was found to be sensitive to the differences in the communication orientations of the four types of classes observed. (SED)

Occasionally situations arise in which a measurement does not lend itself to such traditional methods of reliability estimation as the test-retest, parallel-test, or internal consistency methods. This paper proposes basing reliability estimation in such situations on estimates of validity coefficients as lower bounds. (Author/LMO)

Reviews current teacher evaluation practices with particular focus on the use of observation. Argues that direct observation is an inadequate evaluation technique because it assumes that stability and consistency are necessary for effective teaching. Presents data showing that flexibility is a more accurate characterization of elementary level…

Appendices provide examples of systematic observation of free play, written checklists of play preference items, a discussion of dichotomous choice items, and examples of toy preference ranking procedures. (RH)

A reading observation checklist is presented for principal use in classroom observation. (MD)

Suggests the utilization of more administrative team members in the role of classroom observers. This would include the principal, his assistants, and the department chairmen or supervisors. (Author/RK)

Article explains why personal evaluations by experienced observers may be more accurate assessment tools than standardized tests and statistical studies. A system of recording observations and impressions, through the use of grids, is presented. (RW)

This article reports development of the Rochester School Competency Schedule, a 26-item factor-analytically derived inventory designed to measure the ways in which teachers catergorize student behavior. (Author)