Provides a description of writing instruction in the classrooms of eight elementary school teachers that was developed through the procedure of progressive coding. Calls into question some common assumptions about writing instruction and the present institutional ways of supporting it. (HOD)

The effects of cooperative versus individualistic learning experience were compared on interethnic interaction among fourth-grade students. Results indicated that cooperative learning experiences promote more cross-ethnic interaction in both instructional and free-time activities. (Author/GK)

Explores the roles that interpretation plays in qualitative research and theory building and considers three types of interpretation: patterning, social meanings, and external considerations. Also explores criteria for judging interpretations, and the issues of objectivity/subjectivity and universality/generalizability of interpretive science.…

The reasoning practices employed by students in the classroom are examined to display how they "know" something. Focus is placed on the interactional practices by which learning tasks are accomplished during classroom lessons. (JMF)

Reliability estimates were developed for an instrument used to assess teacher behavior using observational techniques. Data from the study highlight the variability of a teacher's performance from one class to another and show the problems of judging a teacher on the basis of one classroom observation. (SK)

Focusing on parental involvement in Title 1 programs for disadvantaged children, this article reviews the types of parent activities conducted, the amount of parental involvement, and the effects of such involvement. (LRA)

The type of evaluation form provided here supplies the principal with a guide to what to look for in a special education classroom, whatever the level of his or her expertise in the area. (Author/IRT)

Defines naturalistic research as research that occurs in a field setting and that emphasizes hypothesis generation rather than hypothesis testing. Discusses essential characteristics and requirements of such research, the utilization of quantitative and qualitative data, establishment of validity of research procedures and data generated, and the…

Examines the behavioral patterns of high, average, and low achievers in first-, second-, and third-grade classrooms implementing an individualized instructional strategy. Time spent on independent work, interaction patterns/achievement level, and the implications of this research for teachers and instructional developers are discussed. (RAO)

Presents a checklist of observable reading behavior that can be used to facilitate the organization of and communication about the classroom reading behavior of the child with a reading problem. (HOD)

Comparisons of a child's behavior in a variety of situations and under different sets of expectations provide a basis for identifying learning problems and for differentiating them from individual variations in learning styles. (MB)

Believes that classroom observation is, and will continue to be, the cornerstone of teacher evaluation. Offers nine suggestions intended to help administrators ensure that their observations are fair and representative. (Editor/RK)

Describes one high school teacher's frustration with her principal's well-intentioned observations about her teaching. The realities of classroom life and the rigors of the principal's job, coupled with training differences, cause each participant to view the same events differently. (MLH)

A number of scales used for classroom observation of student teachers of French are synthesized and comments made by their users are discussed. Two observation scales are proposed. (Author/MSE)