Discusses the possibilities and limitations of a procedure devised at the University of Marburg for objectively evaluating foreign language class instruction. Ten criteria used in observing are explained in detail. By means of an example, procedure is demonstrated for observing a 45-minute class period. (IFS/WGA)

Describes a series of interaction experiences directed toward improving psychological education in the classroom and evaluates the effectiveness of those experiences. (Author)

Describes chemical education research conducted in classrooms using a qualitative methodology. The researcher studies interactions between learners, the teacher leading the instruction, and the material being studied in hopes of better understanding where learning occurs. This is diametrically opposed to standard experimental research, being…

Responds to an earlier article that illustrated how metaphorically applying chaos and complexity theory to language teaching, second language acquisition, and the observed lesson can alter perspectives about how these things are viewed. Suggests that chaos and complexity theory could also help see the following areas in a new light: syllabus…

Discusses four complementary interventions required for principals to improve classroom visits: Provide clear, grade-specific curriculum proficiency targets; develop results-oriented, teacher team-planned curriculum units; adopt Japanese lesson study approach to teaching; and use data to improve teaching and learning. (PKP)

This article describes a seven-session workshop to train cooperating teachers. Workshop activities include a review of recent research, reflection upon and composition of a lesson observation guide, and a simulated supervision episode. In addition, a series of idea exchanges were interspersed throughout the workshop. (IAH)

Examines linguistic encoding of curricular knowledge in classroom testing events. Argues that dominant epistemological orientation of testing events is positivist and values a discrete, bounded form of knowledge. Compares the language of testing events and earlier lesson presentations of the same curricular information, suggesting that testing…

Examines the ANCHOR (Addressing the Needs of Children through Observation and Response) parent involvement project developed at the University of British Columbia. The project centers around parent and educator observation and discussion of videotaped sequences of preschool children's activities and interactions. Parents and teachers act as…

Discusses a study in which music education majors and non-music-education majors observed a violin lesson. Reports that observers received varying instructions regarding how to observe the lesson. Reports that majors' evaluations were generally lower or equal to nonmusic majors' ratings. Concludes that the focus of the observation task and…

Outlines popular cooperative learning models to acquaint administrators with their titles, developers, and major program characteristics. Provides guidelines for determining observational focus and feedback for teachers. By understanding differences between a teacher-directed and cooperative learning lesson, administrators recognize teacher…

Defines vital whole-language components and then suggests how the clinical supervision preconference, data collection, and postconference cycle can be used to identify and analyze teacher concerns or questions. Discusses three data collection techniques appropriate for the whole-language classroom. (RS)

Discusses the concept of ownership of literacy and how ownership can be assessed. Suggests that teachers must give high priority to encouraging and assessing their students' ownership of literacy if they want them to be committed to literacy as a lifelong pursuit. (MG)

An observational technique for assessing the social interaction skills of elementary age students with disabilities is described. The procedure focuses on three interaction elements: (1) initiating the interaction, (2) turn taking, and (3) responding to the interaction. The method of data recording and analysis is delineated. (DB)

Notes that the ecological perspective on observation of learning focuses on the processes of interaction while attempting to unravel them from the inside out. Concludes that this approach requires a new look at basic assumptions about its role in the construction of theory and practice, i.e., evidence of learning will require new ways to document…

Describes how an instructor used portfolios to help graduate students in elementary and early childhood education class in Korea use personal reflection and classroom observation to develop individualized approach to instruction. (PKP)