Observations of third- and fourth-grade classroom reading lessons revealed not only that text-related reading comprehension was seldom taught, but also that a coordinated or topically organized sequence of text reading instruction was rare. (FL)

Suggests ways teachers can find and encourage gifted minority students. (JL)

Examines teacher expectations of students in the classroom and the ways that students help to create and/or maintain such expectations. An observational study of children's classroom behavior focuses on the behavior of students independent of interaction with teachers. Subjects are 63 fourth, fifth and six graders. (CM)

The Bellevue Administrative Professional Development Program was successful in its attempt to have principals learn and apply the skills of clinical supervision. Future opportunities for maintaining the principals' abilities to apply such skills should emphasize the planning and conducting of postobservation conferences with the teacher. (JN)

Six first- and second-grade teachers were observed while teaching their students how to read in order to examine the methods and rationale they employed for assistance during reading group instruction. (MP)

An observational instrument called the Laboratory Interaction Categories-Student (LIC) is described. The LIC is an easily understandable and usable tool for assessing pupil laboratory performance. (MP)

In this ethnographic study, four context variables emerged as having importance for teacher behavior: lesson type (new material, continuing topic, review); subject matter; size of instructional group (whole class, small group, individual); and time of day or week. Teacher behavior categories analyzed were: diagnostician, designer, facilitator,…

This article focuses on one element of staff development, and applies to classroom observation an interactive process between staff developer and teacher that leads to a better understanding and acceptance of individual teaching styles. The emphasis is on professional growth rather than on institutional regulation. (Author/KC)

Ten 'informal' and ten matched 'comparison' classrooms were observed using the Pupil Activity Scan. Year-end testing indicated no differences in language development, problem solving, fine motor-figural perception, role taking, or understanding of classification, but informal classroom pupils appeared to be lower in reading and mathematics…

Reported are the results of a study testing dominance and subordination among the spatially central and peripheral in 14 college classrooms. Differences in the defense of territory, upon invasion, between spatially central and spatially peripheral humans were investigated. (BT)

A review of current research efforts reveals that there is little dependable evidence that teachers, under similar conditions, exhibit what has been defined as differential performances. (JMF)

Presents a checklist that principals can use during classroom observation that provides objective information that can be discussed with teachers later. (MKM)

Various ways in which teachers can discover how much learning is going on in their classrooms are described. Distinctions are made between "on-task" time in which learning occurs and "elapsed time" or off-task time. (SA)

The purpose of this study was: (1) to examine how artistic development is fostered in the playgroup setting; (2) to discover if between-playgroup effects are apparent in the developmental levels of children's painting, and (3) if such differences occur, to consider the relevance of supervisor behavior to these differences. Subjects were 48…

Generalizability theory was used to study the occurrence and generalizability of classroom interaction measures. Results indicated infrequent occurrence and lack of generalizability of many behaviors of the Brophy-Good Teacher-Child Dyadic Interaction System. (JKS)