Spatial mapping is a category system for directly observing instruction in art classrooms. A rationale for studying the spatial dimensions of teaching is presented, how to train observers is explained, procedures involved in a mapping episode are described, methods for analyzing data are suggested, and examples of instruments are presented.…

This article presents guidelines to be used by student teachers for developing observational skills in field experience situations. Suggested topics for observation include: classroom arrangement, classroom interaction, teacher movement, social interaction, analysis of teaching techniques, classroom control, and participant-observers' involvement.…

Discusses a view of observational competence which consists of three proficiencies--proficiency in making observations well, in reporting them well, and in assessing correctly the reports of observations. The conception offers detailed sets of conditions for observing and reporting observations and a set of principles for assessing observational…

The Self Lesson Report Form (SLRF) was designed as an alternative to direct classroom observation or to commonly used questionnaires in which students and/or teachers report on general practices used in their classes. Describes the SLRF, assesses its validity/reliability, and illustrates kinds of information obtained using the SLRF in Israel…

Discusses the theoretical considerations of readers' response to literature. Explores procedures for monitoring and evaluating children's responses to literature. (HTH)

A classroom observation checklist for evaluating secondary schools reading instruction is presented. (MJL)

The teacher needs to recognize the supervisor as a helping individual, just as the supervisor must recognize that the teacher is a leader and organizer who conveys a spirit of confidence and competence when working with students. A non-evaluative approach can assist the supervisor in building an openness conductive to a truly helping relationship.…

Several questions are raised about what appear to be universal prescriptions for increasing teacher effectiveness. (MM)

The Tuckman Teacher Feedback Form is a short, 28-item semantic differential which generates four scores, based on a factor structure described by Tuckman (1974), in the areas of creativity, dynamism (energy plus dominance), organized demeaner (organization plus control), and warmth and acceptance. (Author/MV)

School psychologists rely heavily upon teachers' evaluation of children's classroom behavior as part of their assessment and intervention processes. However, some evidence suggests that teachers' ratings may fluctuate during the academic year, with higher levels being reported later in the year. This study assessed the comparability of different…

This guide brings educational practitioners up to date on how to administer and interpret a wide range of assessment methods for students presenting with emotional and behavioral difficulties. It offers insights and tools for K-12 practitioners and trainees in regular and special education. Delineating a concise conceptual framework, the first…

Described and presented are the Scales of Communicative Interaction, designed to identify the child who rejects verbal communicative interaction by delineating his habitual use of interactive language and noting the next highest level of language toward which remedial efforts should be directed. (DB)

Presents an inquiry into the nature of principals' written accounts of observations of classroom teaching. (Author/RK)

A procedure for recording and coding teacher and pupil behaviors in the classroom has been described and suggested as an assessment instrument of the school psychologist. (Author)