The manual of classroom observation techniques is intended to provide observers with detailed descriptions of standardized procedures and techniques involved in sequential data collection in a classroom. Focus is on obtaining reliable data on sequential interactions between teachers, peers, and subjects (each of the students in turn is a subject).…

The normal duties and responsibilities of school supervisors employed in 24 selected rural West Virginia school districts were determined through descriptive research methodology, and these duties and responsibilities were evaluated in terms of their importance to the supervision function. Questionnaires were sent to 38 supervisors; 34 were…

The study compared the effect of two training methods on pre- and post-student teachers' use of pedagogical moves in teaching. One treatment group classified moves from two videotaped lessons while the other group classified moves from the typewritten transcripts of the videotaped lessons. The frequency of moves used by the student teachers was…

Classroom behaviors of 24 primary reading teachers whose students averaged 1.27 academic years gain per 8 months instruction over the past 3-5 years were observed. Results indicated that, while many of the demonstrated behaviors adhered to advocated practices, several of their behaviors have been strongly criticized in the literature. (Author/NQ)

An approach to classroom observation assignments in teacher education programs is described which focuses on recording a systematic, objective record. (DS)

Three eduable mentally retarded English boys (ages 14 and 15 years) were chosen to participate in a behavior modification study to test what effects the modification of their behavior would have on their classmates. (PHR)

Describes a program that consists of a three-part cycle of activities, all of which involved the department chairmen working jointly with the principal on actual preobservation conferences as well as with actual classroom observations. (Author/MLF)

An alternative method for measuring student achievement is suggested, using a combination of teacher statements, classroom observations, current questionnaires, oral and written tests, work samples, previous tests, school records, and child interviews. (MJB)

The article presents a rationale for naturalistic assessment of young handicapped and nonhandicapped children in the classroom. Observation of such areas as cognitive activity, materials use, sustained activity, activity variation, adaptive environment, and classroom structure are encouraged. Four alternative assessment procedures are presented,…

Problems in studying teacher effectiveness through the use of classroom observation are discussed. Four assumptions in the observation of classroom process are offered and ways in which these assumptions can be dealt with in designing an observation study are suggested. (DF)

As instructional leader, the principal sets the tone for quality classroom instruction. Through designing effective observation instruments, conducting planning conferences, recording objective classroom observations, and providing constructive feedback, the principal can ensure that this goal is met. Includes one reference. (MLH)

Shows how observation of a second-language classroom activity can be used to assess student, teacher, and materials performance. The classroom activity involves the key skills taught in the course and mirrors the overall methodological approach of the course. (Author/CB)

The recent national report on the quality of education in the United States has noted the need for effective methods of evaluating teaching performance. These evaluations are best done by administrators. The pros and cons of various approaches to evaluation are discussed. Includes five references. (Author/MD)

Discusses the role of the reading specialist acting as a clinical supervisor of reading teachers. Provides a format for conferences between specialist and classroom teacher. (AEA)

A pilot study showed that classroom observational data can contribute to the formative evaluation of an instructional model, as well as of the learning processes and outcomes of individual students. (JY)