Used stepwise regression procedures to determine classroom behaviors associated with eight dimensions of reading attitudes among inner-city fifth graders. Classroom behaviors were measured by teacher ratings. Results indicate seven of the eight dimensions of reading attitude showed a significant relationship with some aspect of classroom behavior.…

Five vignettes of classroom interactions are presented to illustrate via the aesthetic evaluation model the significance of complex student-teacher interactions that facilitate or disrupt learning and the rendering of the unique characteristics of particular teaching-learning situations. (Editor)

Demonstrates that the manner in which fourth-grade students develop points of view in classroom writing is a function of the verbal interaction patterns these children maintain with their teachers. (HOD)

Four types of kindergarten programs varying in time scheduling and planning for and reinforcement of task orientation were defined and their effects on four- and five-year-old pupils observed. The task orientation of the children varied with the degree of program planning to enhance it. (Editor/SJL)

The role of faculty colleagues in the evaluation of college teaching is not defined adequately. A distinction needs to be made between summative evaluation conducted for administrative decisions such as pay increases, promotion, and tenure, and formative evaluations designed to improve teaching. (MLW)

The author discusses several factors which have in the past decade made it difficult for school personnel directors to establish quality teacher selection procedures. He identifies some basic criteria and methods for the selection process, emphasizing direct observation of the candidate's teaching performance as a selection tool. (SJL)

Four college classrooms were observed for 40 days to determine the interaction of teacher role behaviors, student characteristics, and developmental phases of the class as a work group in disrupting or facilitating the learning process. The study's observational categories are detailed and implications for effective teaching discussed. (SJL)

Examines techniques teachers use to cope with distractions to classroom instruction and determines their effectiveness in eliminating distractions or minimizing instructional time lost. (Author/DB)

Describes an ethnographic research study of collective student activities that occur during instruction in basic subjects. Intensive observation was made of a first-grade and a fifth-grade classroom. Observations were recorded every day for five months. In addition, students were formally interviewed to get their interpretations of lessons. (SS)

Synthesizes findings from observational classroom research on corrective feedback and presents an observational study of patterns of error treatment n an adult English-as-a-Second-Language classroom. Examines the range and types of feedback used by the teacher and their relationship to learner uptake and immediate repair of error. (Author/VWL)

This article presents four strategies for identifying young gifted children: recognize the limits of testing; network with parents; consider new ways of thinking about and observing giftedness, including incorporating different learning styles in teaching; and use portfolios to collect actual samples of children's work. Advantages of portfolio…

Presents results from a study investigating the effects of professional training on teachers' use of observations to assess elementary students. Describes the training program and its focus on professional empowerment, strategy development for observation-based assessment, and learning the value of peer support. Reports that participants'…

This study assessed the validity of the Children's Physical Activity Form, an observational instrument which measures the intensity of children's physical activity, by comparing observer judgments of subjects' (N=40) activity intensity level with min-by-min heart rate values. Results document the validity of the instrument for observing physical…

A qualitative observational study of standardized group testing in 10 kindergartens revealed variations in testing conditions, discrepancies from standardized administration procedures, and variations in children's behavior that contributed to difficulties in maintaining a uniform testing process. High-stakes group testing in kindergarten should…

This article reports on the effects of a training program on teacher behavior, student achievement, and student attitudes toward mathematics. Results suggest that the timing of the training affected student achievement. No effect on student attitude was determined. Participants were 32 eighth grade Dutch mathematics teachers. (IAH)