This paper discusses the supervisory use of one observational system -- Observation Schedule and Record, Form 5V (OScAR 5V). OScAR 5V refers to a series of observation schedules to develop techniques for obtaining an objective, quantitative record of observed classroom behavior that could be scored on dimensions of teacher behavior. Under this…

To determine differences in assessment, preservice teachers and school administrators were asked to evaluate a teacher's lesson plans and videotaped teaching session. Findings indicated rating differences for teacher communication and organization, feedback, content selection, and student evaluation and rating similarities for teacher ability to…

This article presents guidelines to be used by student teachers for developing observational skills in field experience situations. Suggested topics for observation include: classroom arrangement, classroom interaction, teacher movement, social interaction, analysis of teaching techniques, classroom control, and participant-observers' involvement.…

A classroom observation checklist for evaluating secondary schools reading instruction is presented. (MJL)

Since 1991, the National Science Foundation has funded 59 state, urban, and rural systemic initiatives to promote achievement in math, science, and technology. The Appalachian Rural Systemic Initiative (ARSI) is a six-state consortium that focuses these efforts on low-income rural schools. A primary means of accomplishing this is a 1-day,…

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…

In Design and Technology lessons English primary school pupils between the ages of 5 and 11 learn to design and make artefacts with materials and tools. Teachers, mainly non-specialists, are expected to teach specific skills, knowledge and understanding in contexts which are deemed to be meaningful to the pupils. In 1996 a set of primary school…

This paper provides guidelines for improving the objectivity, quality, and relevance of classroom observations. Suggestions are organized according to the three stages of the observation process--prior, during, and after the observation. Tips for establishing and maintaining a positive climate and for necessary preparations prior to the…

One of the main advantages of the naturalistic approach to classroom research is that the observations are of natural phenomena, occuring in circumstances which the researcher ultimately hopes to generalize. Some problem areas are associated with this approach, however. Observers must obtain complete and accurate records of classroom activities…

One half of the subjects were introduced to a professor using a written biographical description including a positive teaching evaluation, while with the other subjects a negative evaluation replaced the positive one. Following the lecture, subjects completed a teaching evaluation. The two lectures differed only in the material presented.…

IN DISCUSSING A RELIABLE AND VALID PRESERVICE PREDICTOR OF TEACHING EFFECTIVENESS, IT IS NOTED THAT MOST TEACHER SELECTION PROCEDURES DEPEND SOLELY ON PAPER AND PENCIL MEASURES OF VERBAL AND SYMBOL MANIPULATION ABILITY. THEREFORE, A NEW MULTIVARIABLE EVALUATION PROCEDURE IS OFFERED. IT CONSISTS OF (1) DEVELOPING EMPIRICAL DESCRIPTIONS OF CLASSROOM…

BASED IN PART ON A SKINNERIAN LEARNING ORIENTATION, 4 DIMENSIONS OF THE TEACHER'S BEHAVIOR ARE HYPOTHESIZED AS IMPORTANT IN MEDIATING CLASSROOM LEARNING--(1) INFORMATION GIVING (IG), (2) RESPONSE ELICITATION (RE), (3) FEEDBACK (F), AND (4) TEACHER CONTROL (TC). FROM 34 TO 42 5-MINUTE OBSERVATIONS WERE OBTAINED FOR EACH OF THE 4 TEACHERS IN A…