The research reported in this document represents efforts to search for the structure and dynamics of the instructional process itself. Without reliable knowledge of these basic facts, improvement of teacher education and the guidance of teachers would remain based on unsystematic experiences and speculation. In order to penetrate the structure…

This guide is directed toward the needs of supervising teachers and focuses on the role of the cooperating teacher. Part one, "Getting Ready for the Student Teacher," discusses conducting the initial student teacher visit and preparing for the student teacher's arrival by preparing the class, making notes for early conferences, considering the…

In an identification of the varieties of student behavior that enter faculty judgments of academic performance, 311 faculty members in 15 colleges and universities described how a good student and a poor student each differed from an ordinary student in one of their classes. Content analysis of these descriptions identified about 100 separate…

This report describes a naturalistic observational study concerned with the functions of aggression in children and how they change with age. Background on aggression is provided through a discussion of the problems of definition and ontogenesis, which have led to a general shortage of relevant developmental data. This study involved 102 children,…

To help children use valuing processes, a teacher uses strategies of value clarification. The Flanders' Interaction Analysis Behaviors can be used as a model to construct an instrument for use with value-clarifying responses by teachers. The instrument entitled, "Interaction Analysis of Value-Clarification Behvaiors" (IAVCB) is constructed on this…

A program designed to provide prospective secondary speech teachers with intern experiences in addition to those received during the formal student teaching program was initiated at Michigan State University. Objectives of the program are to: (1) analyze the classroom situation from a communication process point of view, (2) observe a variety of…

This bibliography consists of a listing of papers, reports, and books that discuss and describe observation instruments and methodology and their application in the classroom teaching-learning situation. The entries are presented in three sections: 1) the development of observation techniques and instruments, the use of observation instruments,…

A classroom consequation matrix has been developed which will aid teachers of handicapped students to identify and record reinforcers, monitor progress toward internal reinforcement, and identify reinforcement schedules. (PHR)

An example of how quantitative research methods and qualitative methods can complement each other in the service of inquiring into classroom learning environments. (Author/MLF)

Research on classroom behaviors of students and teachers, which was conducted at Massey University in New Zealand, is reviewed. (GW)

Using a research design controlling for time of day, day of week, classroom structure and subject matter, study of classrooms with varying types of structure showed that teaching behavior and strategy variables appeared to be associated with (a) differences in subject matter and (b) differences in classroom structure. (MJB)

Provided for regular and special class teachers is a list of questions for observing student behavior in eight areas: independent work, organization, written work, teacher-directed activities, oral language, cafeteria behavior, relationship with peers and motor ability. (CL)

Reviews behavior correlates of effective teaching. (DAG)

The purpose and value of teacher observation is diminished if the post-observation conference is not well planned and productive. The observer must take into account the setting, the tone, and the messages conveyed. Includes advice on questioning strategies, data sharing, focusing strategies, and closure strategies. (Author/MD)

Teacher educators need to consider preservice teachers' observational strategies and their level of skill in using them in unguided field experience settings. Suggestions for helping teacher candidates to choose strategies appropriately, to identify what to look for, and to observe with accuracy are offered. (MT)