Traditional analysis of school learning or behavior problems does not seem to lead to meaningful educational recommendations. A model for assessment is prescribed wherein individual testing might prove more productive and which ultimately presents the school psychologist as a specialist in education and an observer in situ. (Author)

Research supported in part by National Science Foundation grant no. GB4925, U.S. Public Health Service Grant FR00164 from the Division of Research Facilities and Resources.

Responds to criticisms from the preceding article that writing process research, specifically that of the author, has not extricated itself from pedagogy and the classroom. (HTH)

Discusses interaction analysis, a procedure for objectively recording and analyzing the verbal interchange between instructors and students, which can aid instructors in setting goals for improving their instruction. Specific topics covered include instructor behavior when working with students, a process for objectively analyzing teacher…

The author discusses the methodology underlying the national survey, Primary Education in England, and the way data are presented. He finds much to commend and some things to criticize. (Editor/SJL)

Cites materials in the ERIC system concerning research on classroom communication and its implications, and notes some of the problems with that research. (HTH)

Principles of appropriateness and acceptability are discussed for research-based data gathering instruments and those designed by supervisor and student in order to understand and evaluate student teaching. Ten guidelines are given to provide supervisors with a basis for observing and analyzing the teaching process. (JD)

Eisner's educational criticism model produces a richer description of an English classroom than does Flanders' interaction analysis. (Author)

Macroanalysis is a technique by which behavior patterns can be identified from any observational data are collected in a manner that preserves the sequence of the individual codes. (MM)

Principals must understand what is required at each stage of reading development before they can judge instructional effectiveness. Reading instruction that moves both at-risk and well-prepared children forward on the literary continuum will differ, especially in initial stages. Shows principals what to look for at six grade levels. Children's…

Provides a brief overview of the literacy assessment procedures and processes many teachers are now using to gather information about what their young students know and can do. Describes techniques for gathering information about young children's literacy development, and notes its usefulness to teachers. (SR)

Discusses trends in teacher evaluation, including classroom observations, peer coaching, portfolios, self-evaluation, artifacts collection, and action research. Discusses the steps of action research. (RS)

Studied the effects of videocase construction on pre-service teachers' observations of teaching with 31 students in the technology-supported condition and 31 in traditional classroom observation conditions. Results show that technology-supported students outperformed comparisons on video tests of ability to identify, interpret, and analyze…

Co-Ob coaching combines the proven effectiveness of cooperative and observational learning. It involves an intensive observation effort in 6 different classroom settings by a team of from 2 to 25 administrators, supervisors, and coaches seeking to develop or extend their coaching skills. (MLF)

Discusses several observation-based methods of student assessment that are recommended in the "Primary Language Record," a book developed by schools in the Inner London Educational Authority. (MM)