Using five readily available classroom observation systems, three 50-minute videotapes of classroom interaction were rated for each of twelve social studies teachers. Comparisons yielded 23 categories that measured similar behaviors across systems, approximately half of which satisfied all validity tests. Implications for process-product studies…

Educators concerned with how children learn language cannot allow inadequate measures like standardized tests to interfere with students' learning experiences. The school environment must support teachers who develop the ability to observe children and who understand the dynamics of language development. (Author)

Spatial distribution of activity in a second-third grade open classroom was observed before and after a change in the physical design, to test the hypothesis that minor changes in the physical setting would produce predictable, desirable changes in student behavior. In most cases the desired behavior changes were produced. (Author/MV)

Material comprising teachers' questions and pupils' responses was collected during ordinary lessons in order to gain an understanding of the linguistic interaction during lessons in the mother tongue. (Author/LMO)

Presents a method for monitoring teacher questioning. Argues that observers can improve a teacher's questioning technique by noting the types of questions asked by the teacher, the distribution of questions among students, and which students ask and answer questions. (MM)

The relation of classroom experience to children's self-perceptions of ability, effort, and conduct was investigated in an observational study of 85 second and sixth graders. Findings suggest that children distinguish among different types of feedback and highlight the differential effects of feedback on achievement-related self-perceptions.…

A naturalistic investigation was conducted to describe the relationships among participation structures, reading activities, student engagement, and subsequent student achievement in reading lessons taught by student teachers and experienced teachers. Results are presented. (Author/MT)

Observations were made of instructor-student classroom interactions at the collegiate level. Professors interacted differentially at a significant level with minority versus non-minority students in the majority of the behavioral observations, and the instructors had significantly lower academic expectations of undergraduate minority students…

Summarizes results of a study exploring verbal communication processes of supervisors and teachers involved in teacher development conferences. Highlights supervisors' need for leadership and effective communication skills in observation sessions, so that both inexperienced and self-confident teachers will be encouraged to improve instructional…

Examines how six "sway" students, that is, students who have learned how to interact verbally with the teacher in a foreign language, affected the organization of interaction and language development in a high school Spanish class. The effect was that they allowed the teacher to progress effectively through the lesson. (Author/SED)

This study identified dimensions of classroom control derived from factor analysis of selected classroom process variables, interpreted these dimensions in relation to two contemporary models of classroom control, and explored the relationships between dimensions of control and certain cognitive and affective outcomes. (Author/LMO)

The importance of attention to task is presented, followed by discussion of observational methods for assessing attention to task and related interventions. Issues related to assessment and intervention planning for metacognitive skills are discussed within the context of a step-wise intervention monitoring plan. (Author/LMO)

Teaching is characterized as a complex cognitive skill amenable to analysis in a manner similar to other skills described by cognitive psychology. A formal model of the process of instruction in elementary mathematics is presented and examined in light of empirical data from both expert and novice teachers. (Author/LMO)

Through colleague consultation, teachers develop a collaborative relationship conducive to interclass visitation, observation, and discussion. This helps teachers to become more critical and reflective of their teaching. Clinical supervision is suggested as a method of helping teachers find meaning in their teaching. (Author/DF)

An investigation of the Conners' Teacher Rating Scale-Revised hyperactivity scale found that the referents for teacher ratings should be determined, teachers' ratings should be made more objective, standardization across teachers should be demonstrated before norms are preferred, and the rating scale should be validated via observations or other…