This paper abstracts more than thirty sources selected for their usefulness in providing contexts and specific illustrations for understanding observation and analysis. Some Reasons for Classroom Observation and Analysis, includes seven selections that deal with factors related to the rationale for observing and analyzing classroom behavior. Perspectives for Viewing the Process of Instruction, includes selections by Carl R. Rogers, Ronald T. Hyman, and others. The Components of Instruction Amenable to Analysis, contains selections on aspects of instruction that are analyzable and controllable: strategies, questioning, objectives, and classroom management. Classroom Observation Systems, has three sections: 1) general background papers, reviews of systems, and instruments designed to gather data on cognitive and affective behaviors of teachers and students; 2) summaries of instruments amenable to modification by the classroom teacher for use in observing and analyzing interaction and outcomes on the cognitive and affective dimensions; and, 3) summaries of observations systems focusing on cognitive dimensions usable by one observer in a live situation. Feedback and Observation and Analysis, covers selections that deal with the final step in teaching improvement. Twenty-two additional sources are listed in a bibliography. (Author/DJB)