A direct observation technique was used to investigate differences between children classified as conduct disturbed or normal on the basis of ratings given by their regular classroom teachers. (Author)

Major differences found were that inner-city teachers talked more about procedural activities, while advantaged teachers talked more about cognitive activities, and that advantaged students had twice as much student-initiated talk as disadvantaged. (RT)

This study investigated whether behavioral contagion would be observed when socially accepted and socially rejected children were exposed to an emotionally disturbed child for 3 months. (Author/BY)

Elementary and secondary preservice and inservice teachers were given a short training program in Interaction Analysis. Pre and post multiple choice tests were administered, and subjects showed a 20 percent increase in mean score. Some teachers reported increased self-awareness and verbal interaction with their students. (Author)

Criticizes present means of identifying and correcting reading problems as inadequate and makes several recommendations for the raising of reading standards through improved programs, teacher education, and better problem identification. (MD)

To evaluate the Curriculum for Children's Effective Peer and Teacher Skills (ACCEPTS) program, 28 handicapped elementary-aged children were divided into groups receiving either social skills training plus contingency management, social skills training only, or a control group. (MC)

A comprehensive birth-to-kindergarten program was evaluated by classroom observations and teacher ratings of 132 participant children and 366 comparison children during fall and spring of the kindergarten year. Adjusting for possible effects of children's background characteristics, advantages for participants over comparison children were…

To investigate the development of preschoolers' social-cognitive play behaviors, ten preschoolers (two, three and four years old) were observed in their classrooms on 15 occasions by a time-sampling schedule. Social-cognitive behavior coding (Parten and Smilansky) indicates that children's play became more social as they grew older. (Author/PN)

Describes a first grade classroom in which children learn the concept of "author" by writing their own books, which are then shared with the rest of the class. (HTH)

An observation instrument designed to be applicable across teaching situations (both grade levels and educational strategies) is presented with evidence regarding its efficiency and generalizability. The dependability of scores yielded is assessed by a generalizability study, and recommendations concerning number and item types in the measure are…

The article describes the Coping Inventory, an observation instrument used to assess 48 coping behaviors and to develop a profile which generates goals and objectives in a preschool learning handicapped child's individualized education plan aimed at increasing coping competence. (Author/SB)

Investigates the role of pupil language in classroom learning through an ethnographic study of one "good" teacher and her class, particularly three average and above-average pupils. (HOD)

A description of an intervention strategy that was designed on the basis of the initial level of interaction of an isolate preschool child with peers and adults is presented. The results of this case study are discussed. (Author/AL)

In addition to learning academic content, school children learn to become socially competent members of the classroom community. This study uses microethnographic techniques to discover and describe important aspects of the social competence acquired by kindergarten and first-grade children. (Author/RLV)