Results of two studies of teachers' attributions for school problems indicate that teachers hold student factors more responsible for classroom problems than teacher factors, and that teachers' attributions vary for learning v behavior problems. The second study also indicates that students perceived as lacking motivation were criticized more…

Reviews several ethnographic studies that focused on classroom processes which exclude or discriminate against minority group children. Discusses how an ethnographic approach, which considers the social context of learning, can provide more insight than have studies focusing on academic achievement and environmental determinants. (GC)

Examines the purposes of student evaluation and how they influence the daily life of the classroom. Discusses feedback to students and parents, minimum competencies, classroom observations, formal tests, and self-evaluation. (SS)

Reports conditions necessary for the adequate use of videotape recordings in reporting teaching techniques, teacher behavior, student behavior, and student teacher interaction. Proper camera placement is illustrated, observation categories are listed, and a sample videotape release form is included. (RAO)

Evaluates the value and effectiveness of college science laboratory instruction. An observational system called the Science Laboratory Interaction Categories (SLIC) was used to assess the performance of students and instructors in introductory and advanced laboratories of a large midwestern university. (HM)

An examination of the Ford Teaching Project and inquiry/discovering teaching theories leads to 43 hypotheses about the problems and possibilities of initiating teachers into classroom action research. (MM)

A model staff development program is presently being implemented at Memphis State University in which systematic observation and videotape feedback is used to provide teaching faculty with the opportunity to analyze and improve their classroom behaviors. (MM)

A multiple-choice behavioral observation scale designed to be used by preschool teachers was factor analyzed to obtain factor coefficients. The four factors obtained were cognitive skills, self-control, relationship with achievement model, and dependency. (Editor)

Study shows that faster ILP students tended to dominate in dyadic interactions with slower learners during structured play situations, while equal dyads were composed of students with similar achievement rates. Study suggests that ILP might increase rather than reduce negative school attitudes, and that further research regarding this possibility…

Proposes three thought experiments on various contexts of teaching mathematics. The experiments are intended to raise questions about the mathematics curriculum and to engage discussion about what topics should have high priority in arithmetic teaching. (DDR)

Describes a study of the teaching of junior secondary French in Queensland schools. The key questions in the study regarding how communicative Australians are and should be are considered through empirical data collected in four junior secondary French classes over two years. The study involved observation and analysis of classroom interaction.…

Four boys (ages 5 to 12) with developmental disabilities and severe challenging behaviors were evaluated using two functional assessment procedures: different analog probe conditions, and direct classroom observation of the child's behavior, antecedents, and consequences. Results raised questions about the reliability and ecological validity of…

Results of a study indicated that poor readers did not differ from good readers in starting to work on assignments, having necessary materials, or engaging in disruptive behavior. However, poor readers were off task more and volunteered less than good readers. (IAH)

The Code for Instructional Structure and Student Academic Response--Special Education (CISSAR-SPED) is an observation system which assesses the ecobehavioral processes within learning environments. Use of CISSAR-SPED with 12 students with autism or developmental disabilities provided both molar and molecular descriptions of special education…

The objective of this study was to develop a scale to assess college-level teaching effectiveness in order to provide effective feedback for faculty in a nonthreatening atmosphere. (JOW)