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…

Continuous observational recording over 57 hours evaluated behavior states of three adults with profound and multiple disabilities. Two independent observers also recorded for 22 hours. Although overall percentage agreement was satisfactory (above 80%), agreement on occurrence was unsatisfactory (mean of 65%). Agreement data were superimposed on…

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.…

Shows how teachers may use multidisciplinary, observational approaches to help students with traumatic brain injury (TBI) and other students succeed in school. The needs of students with TBI are described, and educational planning guidelines are presented. A chart illustrates the effects of TBI, student needs, and teaching strategies. (CR)

Three case studies illustrate problems in the identification of gifted students when tests are not used appropriately. The paper concludes that testing must occur within the context of intensive observations of and discussions with the child and family. The importance of all teachers receiving training in gifted education is stressed. (DB)

Presents investigations in which students are provided with a series of four mystery items related to cicadas. Observations and a class discussion follow each item. Contains basic information on doing experiments with live cicadas, specific assessment strategies for this activity, and facts about cicadas. (DDR)

Trained observers used the Standardized Observation Codes III to observe interactive patterns within the homes of 23 mother-child dyads in which the mother had physically abused the child and 24 similar dyads with no history of abuse. Among other findings, results indicated the great classificatory and predictive value of this measurement.…

Describes a study of college students that explored the effect of integrating metaphorical strategies in various graphic representations for learning biotechnology concepts. Highlights include student motivation, the use of a criterion-referenced test, and student attitudes as determined through interviews and observations. (Author/LRW)

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…

Examined the effects of two forms of organization of pretend play on children's behavior in the cognitive and affective domains as observed in a mixed-age environment: teacher-directed frontal play, with all children involved, and child-directed small group play. Found a significant increase in cognitive domain behavior during child-directed group…