Presents an inquiry into the nature of principals' written accounts of observations of classroom teaching. (Author/RK)

A procedure for recording and coding teacher and pupil behaviors in the classroom has been described and suggested as an assessment instrument of the school psychologist. (Author)

Secondary school students perceptions of their teachers were analyzed by pupil characteristics and teacher characteristics. Academic achievement, pupil sex and age, teacher experience, and subjects taught were among the factors affecting students evaluation of teachers. (JB)

The behavior of 40 mainstreamed educable mentally retarded (EMR) children enrolled in 10 elementary schools was compared based on teacher rating scales and controlled behavioral observations. (SEW)

The authors talk about school psychology and the assessment of profoundly handicapped children from their personal experiences in two fields: special education and school psychology. Each author has practical experience relevant to current trends in these fields. (Author)

Two descriptive chemistry experiments are presented which foster development of students' skills in making observations and deductions. In addition, the experiments are designed to stress the importance of chemical behavior and clear presentation of experimental findings. (JN)

Principals unable or unwilling to conduct thorough teacher evaluations using classroom observations should consider two other sources of evaluation data: "artifacts of teaching," including lesson plans, tests, activity instructions, and bibliographic handouts prepared by teachers, student work, peer testimony, and similar materials; and…

Six infants were filmed at 15 and 30 weeks of age while alone and in the presence of an adult (mother or stranger) who interacted with the infant or remained passive. Signal detection analysis of ratings made by judges showed that infant behavior at both ages varied in accord with whether or not an adult was present. (Author/DB)

Two experiments tested whether children fail to make transitive inferences because they forget the premises. Children did not justify incorrect inferences by incorrect premises. Results between nontransitive and transitive inferers parallelled similar studies with nonconserver- conserver dyads and were viewed as reinforcing the commonality between…

Preschool children were observed in a natural setting in order to examine the continuity of their play styles over a period of one year. Changes in play styles appeared to be affected by peer or teacher intervention. In particular, male peer groups effectively shaped male sex-typed behavior even when they engaged in play activities not…