Comparisons of a child's behavior in a variety of situations and under different sets of expectations provide a basis for identifying learning problems and for differentiating them from individual variations in learning styles. (MB)

Believes that classroom observation is, and will continue to be, the cornerstone of teacher evaluation. Offers nine suggestions intended to help administrators ensure that their observations are fair and representative. (Editor/RK)

Describes one high school teacher's frustration with her principal's well-intentioned observations about her teaching. The realities of classroom life and the rigors of the principal's job, coupled with training differences, cause each participant to view the same events differently. (MLH)

A number of scales used for classroom observation of student teachers of French are synthesized and comments made by their users are discussed. Two observation scales are proposed. (Author/MSE)

Problems associated with peer observation and evaluation of teaching are examined, and practical ways to compensate for and overcome them in order to achieve the benefits of this form of evaluation are discussed. (Author/MSE)

Observation of 740 classes examined the experiences that students in vocational, nonvocational, and business classes are having to determine if change is desirable. Findings revealed a typical business class environment, emphasis on technical skills, and limited opportunity for interaction or focus on work-related skills. (JOW)

Four British teachers were observed for one year teaching classes with and without an enterprise approach. They did not teach in a predominantly student-centered way in enterprise lessons, though they were less directive. Tasks in enterprise classes had minimal intellectual challenge and did not emphasize open-ended inquiry. (SK)

Effective teacher evaluation strategies have several key elements, including involving key stakeholders in the decision-making process, establishing goals mutually, creating a time frame, emphasizing formative evaluation, revamping classroom observation practices, using rating scales sparingly, seeking training for evaluators, and identifying…

Presents a checklist of effective teaching practices to provide feedback on direct, explicit, active, and whole-class instruction. The set of statements is neither a prescription nor a micromanagement system but a springboard for personal reflection and collegial discussion. The instrument is divided into five sections: introducing the lesson,…

Describes how the author, an elementary school principal, has changed his observational style and shifted his focus when visiting classrooms and evaluating teachers, as a result of his growing ethnographic understanding of classrooms as cultures and communities. (SR)

To maintain a stimulating learning environment, a variety of teaching strategies must be used, and teachers must be constantly aware of what is going on in the classroom. Ways to become a skilled observer include using a skill goal improvement schedule, monitoring the physical environment, and learning to read nonverbal signs. (JOW)

Responses from 452 (78.8%) accredited baccalaureate nursing schools showed that 358 used classroom observations to evaluate faculty. Among 89 faculty surveyed there was great disparity in the weight given to observation compared to other methods. The purpose, weight, and number of evaluative observations need more clarification. (SK)

Studied whether gender differences resulted in different teaching styles. Three male and three female teachers were observed during a lesson. Focus was on giving instructions and dealing with problems, and participants were rated according to whether gender influenced their teaching style. (Author/VWL)

Describes the educational benefits of walkthroughs (unscheduled classroom visits) by principals. Provides walkthrough procedures and observation questions. (PKP)