A critique of the research methods used in "Primary Education in England," a report of Her Majesty's Inspectorate that was based on teacher questionnaires and classroom observations of 7-, 9-, and 11-year-olds in 542 schools. (SJL)

Describes vignettes of meaningful events in the lives of children and suggests the use of vignettes in training teachers and in promoting communication with parents. A number of examples are given. (MS)

Discusses a workshop designed to explore and develop concepts and practices in the use of effective peer observation for professional development. Notes that seminar leaders established micro-goals, e.g., developing a personal and professional understanding of peer observation, examining affective and power issues, and learning objective…

An early childhood education professor humorously recalls his first day observing 3 year-olds as part of his university practicum. Intimidated by the sight of 15 lively youngsters roaming about, he manages okay, but injures a child when helping with a zipper. Saved by Bactine and Dumbo Band-Aids, he nonetheless worries about the accident report!…

Results from an experimental study suggest that (a) participation in classroom management workshops enhanced teachers' (N=29) organizational and management skills; (b) district personnel could be trained to deliver the workshops and conduct classroom observation; and (c) training procedures that were successful with secondary classrooms were also…

High school principals cannot effectively lead their schools from principal's office, nor do they need more formal structure or unctuous human relations approach. Experienced principals have learned to get out of their offices and spend more of school day where 9ction is. Schools must not compromise their vitality and humanity to fit some…

The attempt to reduce teaching to discrete, observable behaviors is impractical. Checklists fail to capture the intangible qualities (sense of humor, enthusiasm, compassion) differentiating an effective teacher from an ineffective one. For skilled supervisors, the ultimate observation instrument is a blank sheet of paper accompanied by informed…

A review of observational and discourse analysis research argues that observational research is bound by a characteristics discourse with roots in early anthropological descriptions of education and suggests that, while observational methodologies and techniques have changed, the discourse of observation has always served to promote a single view…

Explains a method of measuring music students' understanding and retention in order to justify the school music program. Rates students on three scales, including performance of tonal pattern, rote song, and rhythm pattern. Recommends the use of similar objective classroom evaluation to demonstrate learning success. (LS)

To help administrators with their classroom observation responsibilities, this article presents teacher performance guidelines. Teachers should actively involve students in a planned lesson, circulate among them, present instruction clearly, provide opportunities to practice new material and oral communication skills, create a positive learning…

Reviews problems and issues in early childhood evaluation, and discusses advantages and disadvantages associated with using classroom observations. The "Bronson Social and Task Skill Profile" is described, and its usefulness is discussed by reviewing the way it has been used in several research studies. (HTH)

Describes and evaluates the approach to observation of young children used in the PROCESS project in London, England. PROCESS observation uses broad categories, emphasizes cognitive processes, covers a wide range of contexts, involves partnerships with parents, and is intended to inform planning. Discusses observation materials, factors affecting…

Discusses how teachers may videotape their own teaching as a method of self-evaluation. Offers ideas on questions to ask while viewing the tape. (SR)

Principals may wonder how to evaluate teachers using student-centered, indirect teaching strategies with an assessment instrument geared to reward a more teacher-centered approach. This article offers some suggestions concerning the instructional cycle, classroom observation techniques, postobservation conferences, and the formal writeup. (MLH)

A principal need not be a musician to supervise a music program. Supervisory emphasis should be on elements of the musical process that can be taught, reinforced, and evaluated. At the core of the instructional program, there should be a method book, behavioral objectives, and a graded course of instruction. (MLH)