Suggests that teacher observations form a valid and integral part of student assessment and that, in addition to standardized tests and informal tests, this "inner-ocular technique" is an important means for assessing the effectiveness of reading instruction. (MKM)

Social interactions and peer preferences in a preschool mainstream classroom containing 20 normally developing and at-risk children were studied, using the ethological method of direct observation. Data on social play and gaze orientation indicated that normally developing children and at-risk children interacted primarily with children from their…

Direct observation is consistent with the multidimensional approach specified in the Education for All Handicapped Children Act. Furthermore, it is directly related to psychoeducational planning, consultation, and intervention, and it is a credible information source. (Author/CP)

A classroom observation scale designed to be used in the observation and recording of an individual student's behavior and the teacher's response to the behavior is presented. (Author/PHR)

Takes a "tongue-in-cheek" look at employing N. A. Flanders' classroom observational technique, Interaction Process Analysis (IPA), for purposes of evaluating secondary students' reading behavior during Sustained Silent Reading. (Author)

Reviews research findings of the observer effect on student and teacher behavior and its implications for administrators. (Author/MLF)

Discusses the possibilities and limitations of a procedure devised at the University of Marburg for objectively evaluating foreign language class instruction. Ten criteria used in observing are explained in detail. By means of an example, procedure is demonstrated for observing a 45-minute class period. (IFS/WGA)

Describes a series of interaction experiences directed toward improving psychological education in the classroom and evaluates the effectiveness of those experiences. (Author)

Describes chemical education research conducted in classrooms using a qualitative methodology. The researcher studies interactions between learners, the teacher leading the instruction, and the material being studied in hopes of better understanding where learning occurs. This is diametrically opposed to standard experimental research, being…

Responds to an earlier article that illustrated how metaphorically applying chaos and complexity theory to language teaching, second language acquisition, and the observed lesson can alter perspectives about how these things are viewed. Suggests that chaos and complexity theory could also help see the following areas in a new light: syllabus…

Discusses four complementary interventions required for principals to improve classroom visits: Provide clear, grade-specific curriculum proficiency targets; develop results-oriented, teacher team-planned curriculum units; adopt Japanese lesson study approach to teaching; and use data to improve teaching and learning. (PKP)

This article describes a seven-session workshop to train cooperating teachers. Workshop activities include a review of recent research, reflection upon and composition of a lesson observation guide, and a simulated supervision episode. In addition, a series of idea exchanges were interspersed throughout the workshop. (IAH)

Examines linguistic encoding of curricular knowledge in classroom testing events. Argues that dominant epistemological orientation of testing events is positivist and values a discrete, bounded form of knowledge. Compares the language of testing events and earlier lesson presentations of the same curricular information, suggesting that testing…

Examines the ANCHOR (Addressing the Needs of Children through Observation and Response) parent involvement project developed at the University of British Columbia. The project centers around parent and educator observation and discussion of videotaped sequences of preschool children's activities and interactions. Parents and teachers act as…

Discusses a study in which music education majors and non-music-education majors observed a violin lesson. Reports that observers received varying instructions regarding how to observe the lesson. Reports that majors' evaluations were generally lower or equal to nonmusic majors' ratings. Concludes that the focus of the observation task and…