This article focuses on the use of display questions to construct positive identities in post observation feedback talk between in-service English language teachers and a supervisor. Using a linguistic ethnographic framework, microanalysis of dyadic feedback interaction is supplemented with ethnographic data gathered from participant perspective…

Results of this study reveal that well-trained observers report significantly lower levels of cognitive activity on all measures than raters who had no training or only moderate training. Consequently, interpretations of cognitive components of environmental and teacher evaluation scales must be questioned unless generated by trained student…

Provides an overview of the literature on teacher effectiveness and lists characteristics defined by such research. Examines the extent to which music education researchers have used the process-product paradigm and identifies the implications of this paradigm for professionals. Summarizes the findings of the results obtained from this research.…

There are two purposes for this study: first, to examine the relationship between college students' achievement and their ratings of instructors; second, to validate the two selected evaluation instruments that were designed specially for assessing teaching performance at the higher education level. Two evaluation inventories were selected for…

Identifies and explains five widespread myths related to the what and how of evaluation in English student teachers. Describes a multiphased cycle or process aimed at helping teachers identify teaching problems, receive data from supervisors, and develop solutions that produce self-directed teachers. (FL)

The essence of interpersonal communication in negotiation is the achievement of consensus. This paper discusses the many variables which affect negotiation situations, in small groups or in large institutions like the university. Specifically, will proper orientation in the bargaining process increase the chances of reaching consensus? What…

Techniques for observing the classroom behavior of teachers and students are examined. These techniques provide a framework for analyzing and understanding classroom interaction, for making decisions about what should be happening, and for changing instructional behavior when it is necessary. The observation methods allow collection, analysis, and…

Nonverbal teacher behavior is recognized as an important factor in establishing a positive social climate in the classroom. A feedback and analysis instrument is presented focusing on specific nonverbal teacher behaviors. These behaviors--facial expressions, gestures, body movements, and idiosyncratic characteristics--are categorized as either…