Classroom behaviors of two male and two female teachers and 87 pupils were observed over a 3-month period. Attitudes of pupils toward teachers and school also were measured. Boys and girls did not differ on any observed behaviors, including attending, appropriate reading and writing, hand raising and inappropriate behaviors. Nevertheless, boys, as…

The Differentiated Child Behavior (DCB) Observational System has a two-fold purpose: first, it provides a description and analysis of patterns of classroom interactions in educational programs and program impact on children's functioning; and second, it provides feedback to supervisory staff so that analysis of programs contributes to…

Participant observation is a research and evaluation strategy in dealing with complex educational settings, organizations, and curricula is explored. Three alternative models are presented. The first is a general structural model involving three research strategies: an experimental design with pretests and posttests; a social survey with…

Two of 4 junior high school counselors participated in in-service training in Systematic Counseling. The materials used in the training program were developed originally for use with the Michigan State University School Counselor Training Program. The approach of the counselors who did not participate in the training program was labeled…

The information contained in this report is intended for the "Sesame Street" writers who are assigned the task of creating program material in the interpersonal area. This information will also be useful for evaluation of program materials aimed at interpersonal goals. First, a list of interpersonal strategies is presented; these are:…

The methods course presently in operation at Pennyslvania State University is organized around the achievement of performance criteria following a mastery learning model. Although conditions for demonstrating competency are specified by the instructors, students select the means for developing the competencies and follow their own schedule by…

Three levels of evaluation that can be used in the assessment of educational products and processes are: 1) Unvalidated Form of Experience, 2) Validated Form of Experience, 3) Direct Performance Evaluation. Each of these evaluation models is described in detail, and factors involved in selection of the evaluation model are discussed. (MS)

The purpose of this investigation was to assess the effects of behavioral objectives and criterion evaluation upon the classroom progress of adolescents. Classroom behavior and academic achievement were examined within the experimental setting. In assessing the importance of this study, consideration was given to classroom behavior and achievement…

The problem of major concern to the Physics Education Evaluation Project (P.E.E.P.) involved the improvement of university physics teaching and learning. The present paper describes instruments and procedures developed for systematic formative evaluation of physics lectures. The data was drawn from two sections of a first year university physics…

This paper describes a study designed to collect quantified observational data on the behavior of children and teachers throughout the day at three typical quality day care centers. From 50 to 55 hours of observation were completed on five randomly-chosen 3-year-olds in each setting. While the number of subjects and centers was limited, the…

A formal observation technique was used in an urban classroom context to assess the verbal and nonverbal-visual behavior of 17 Navajo and 7 Caucasian children. Two statistical techniques revealed significant intergroup differences in verbal and nonverbal-visual style. ( Author)

Numerous methods of evaluating language teaching and learning are in common use, including direct classroom observation. A time-interval recording system is offered as a practical and reliable technique. It includes describing behavior to be observed, recording occurrences in a time interval, charting progress and interpreting findings. (CHK)

Relationships were assessed among five perspectives of children's adjustment: teacher, parent, peer and self-ratings, and behavior observations. Secondary purposes were to examine relationships between adjustment and achievement measures and to compare urban vs. suburban, male vs. female, and referred vs. nonreferred children on adjustment…

Instructions between 12 third-grade teachers and their students were coded by observers who also rated the quality of teacher instruction. Questionnaires measured teachers' perception and attitudes. Teachers showing more concern for lower achieving students also received lower ratings on their teaching quality. (Author/BS)

An observational system is described that collects precise data on the performance of teachers involved in task analytic instruction with severely handicapped students. Discussed are the observation process, provision of feedback to the teacher, teacher self-monitoring of instruction, and field test data for the observation system. (JDD)