A follow-up study examined what eight preservice physical education majors saw in a 15-minute games lesson with fifth-grade students. Analysis indicated that, unlike the first study where student teachers recorded statements about pupils or pupils and the teacher, current student teachers recorded statements about the teacher, the pupils, and the…

Discusses ways in which teacher supervision and observation can help teachers to explore and see teaching as a process through such methods as taping and transcribing class activities, grouping tape or transcription excerpts, arriving at a common language to discuss them, and making multiple interpretations about them. (Author/CB)

Presents two methods of enhancing therapeutic relationships through having special education teachers observe and use students' verbal and nonverbal behaviors during social interactions. Discusses how teachers can identify students' predominant sensory modalities used to communicate experiences and can adopt behaviors similar to their students'…

Describes how curriculum specialists and supervisors can use two generic observation categories of effective teaching--development and management of lessons and presentation of subject matter--to identify quality teaching of writing across grade levels. (SRT)

Advises principals to back up their impressions of teachers' performance by using three types of documentation: informal (logging incidents and actions during the school year), formal (classroom observations); and summative (year-end, written evaluations of each teacher's overall performance). Sound instructional leadership requires documentation…

Presents teachers' and students' criticisms of teacher preparation programs at the University of Illinois, Northern Illinois University, and New Mexico State University and of student teaching in particular. (SRT)

Analyzes the structure of young children's social comparison exchanges in two preschool settings, focusing on the precursory and sequent phases of social comparison exchanges manifested by young children during play in preschool. (HOD)

Using the Classroom Behavior Inventory, teachers rated the behaviors of 63 school-identified, learning-disabled first and second graders. Hierarchical cluster analysis techniques identified seven distinct behavioral subtypes. Internal validation techniques indicated that the subtypes were replicable and had profile patterns different from a sample…

Examines measurement and method designs for improving the research on teaching. Outlines four variables for assessing teacher research: presage; context; process; and product. Recommends research that moves beyond the traditional emphasis on teacher behavior to an emphasis on the product of teaching, student outcomes. (KH)

Using 77 junior high school students in two mathematics classes, this study investigated sex differences in interaction patterns and achievement in small cooperative learning groups. Results related to the male-female ratio in a group. Explanations for these results and consequences for group composition in the classroom are discussed. (BS)

Teachers of 35 boys in the Lehigh University-based laboratory school for emotionally and behaviorally disturbed children completed rating scales assessing aggressive behavior in students. Children completed similar self-report instruments. Frequency counts of aggressive outbursts and outburst durations were recorded. Results found significant…

Describes a survey of how Italian is taught in South Australian primary classrooms. Teachers in six classrooms were observed and recorded to measure the language used, the amount of time spent speaking Italian and English, the language used by children, and the content of pupils' and teachers' spoken Italian. (SED)

Techniques of classroom observation were used to increase teachers' awareness of the variable participation of boys and girls in science and craft lessons. The work indicates that considerable efforts may be needed to achieve the balanced participation of girls. (JOW)

Describes a study that compared the teaching behavior of teachers in an institution for delinquent children to that of teachers in urban junior high schools. (JG)

Before researchers can adequately establish empirical relationships between teacher behavior as an independent variable and student achievement as a dependent variable, when studying teacher effectiveness, they must deal with the problems of instrumentation, methodology, and statistics. (MM)