In this study, elementary school teachers were asked to rate their students on items describing personality traits observable in a classroom setting. The ratings were done in two sessions. Results strongly indicated that teachers were not consistent in rating the personality traits of pupils. (Author)

This research investigates the rules by which three Montessori teachers -- a head teacher and two student teachers -- attribute causes of student and teacher behavior within and outside their classrooms. Availability information is given in SO 504 073. (Author/RM)

The purpose of this study was to determine the extent to which preschoolers have acquired some of the rules governing politeness when they interrupt conversations. (An interruption was defined as an utterance by a child to two or more people who were already engaged in conversation, and where the topic of the child utterance was unrelated to the…

This study is designed to identify differences in linguistic and communicative performances among preschool-aged autistic children and to learn more about the syndrome of autism by examining patterns of language development, the course of its acquisition, and the context in which it is acquired. Studying the differentiation of skills considered…

This report contains the field plan and implementation procedures which were utilized for the observational/focused ethnographic component of Head Start's Child and Family Mental Health (CFMH) Evaluation Project. The introductory section of the document provides the reader with an overview of the Head Start program, its mental health goals, the…

Kindergarten teachers' directives uttered during the first month of school were compared with those uttered three months later. It was expected that changes associated with different classroom organizational structures, with increasing child sophistication, and with size of group being addressed, would influence the type and clarity of teacher…

Treatment verification methodology was employed in studying the Chicago Child Parent Center (CPC) compensatory education program. Established in disadvantaged areas by the Chicago public schools, CPCs are designed to break the cycle of poverty through educational intervention with children at ages 3 through 8. An element of evaluation studies that…

A longitudinal investigation of teacher-pupil directive interactions in kindergartens was designed to study stability, change, and structures underlying classroom directive exchanges. Three kindergarten classes were observed four times during a school year. Teacher directives were classified as to type and clarity, while concomitants of 748…

A system for the observation and analysis of elementary school science classroom instruction is described, including the management and content of science lessons for both narrative and coded data. (CS)

This classroom observation manual (Fall 1976) was developed for use in the evaluation of Project Developmental Continuity (PDC), a Head Start demonstration program aimed at providing educational and developmental continuity between children's Head Start and primary school experiences. The manual provides detailed instructions for the observer on…

Two predictors of coding performance were validated when 26 trained subjects used the Flanders System of Interaction Analysis to code 11 half-hour videotapes of fifth grade classrooms. The Teacher Evaluation Scale, a high-inference rating system based on the Global Rating Scales, was also used. The predictors were scores on a shortened form of the…

Approximately 200 hours of observation of classes in 13 school districts, selected to represent diverse SES and expenditure levels, were coded for various dimensions of classroom activity structure. The coding categories were derived from prior work by Grump and Grannis. In addition, observations of individual students' on-task behavior were made.…

Presented is a 30-item observational instrument to be used for the evaluation and description of preservice or inservice science teaching in the elementary school. Sections of the instrument include (1) use of intellectual development stages, (2) performance objectives, (3) lesson planning skills, (4) instruction sequencing, (5) question asking…

This report, second in a series of seven, addresses the question, "What events disrupt classroom instruction and what are the most effective techniques teachers use to cope with these disruptions?" This report is a formal presentation of the research. The methodology of the study is delineated, the participants (teachers and observers)…

This manual is designed to aid observers in the classroom in the use of an observation form entitled "The Student-Level Observation of Beginning Reading," which focuses on the content of instructional activities in reading at the individual student level. Instructions are provided on how to identify a set of behaviors such as direct and indirect…