Methods of recording observational data on student behaviors are reviewed for special educators. Criteria for choosing an appropriate measure are applied to frequency/rate measures, duration measures, time sampling, and measurement of permanent products. (DB)

A method for preparing observation summaries, both current and retrospective, is presented in order to identify and track intense early interests in infants and their relationship to later giftedness. Examples of observation forms, instructions for recording observed behavior, and approaches to uncovering patterns and themes within recorded data…

Observations of direct-care staff behavior were made for 20 days at various locations in a large state-operated residential facility serving the developmentally disabled. Results demonstrated that five 15-minute weekday observations could provide reliable representative information concerning staff activities. (Author/DB)

The research needs in special education are so great that a range of scientific inquiry (including technical and naturalistic ethnographic research) is needed to better understand how to meet those needs through acquired technical, communicative, and self-reflective knowledge. While effective, neither technical nor naturalistic ethnographic…

A response to a previous article discounting the effectiveness and contributions of the natural science model in special education research points out flaws in the article's premises and rationale and emphasizes the need for pluralism in research methodology, including correlational, ethnographic, group-contrast, historiographic, qualitative, and…

The reactivity of normal preschool children's peer praising behavior to observer presence was investigated during baseline and intervention conditions. Evaluation of an intervention package designed to increase peer praising suggested reactivity to observation during intervention. Results have implications for evaluation of internal validity of…

A videotaped lesson taught by the Secretary of Education, William Bennett, was coded and analyzed by reference to the norms of high school teacher performance in Florida. Specific strengths and areas of potential improvement are identified. Constructive changes in performance are suggested. (Author/MT)

This paper reports on a study attempting to link teaching practices to the educational achievement of secondary school students learning algebra for the first time. Results are presented. (Author/MT)

This article describes how a secondary teacher used a camera to photograph his students while working on one- and two-point perspective. It is maintained that the use of the camera provided a new regard for the students and a new respect for what both they and the teacher were doing. (JDH)

A structured behavior-observation instrument for studying supervision (mode of communication, function, content, tone, location, and target) had high reliability when used with five administrators in schools for severely mentally retarded children. Supervisors generally spent more time on administrative than professional or teaching-related…

Rejects Peter C. Gronn's criticisms of structured observation as a method for studying administrators, arguing that these criticisms grow from a limited conception of administration and an overzealous promotion of alternative research techniques. (PGD)

More information is necessary about constraints placed on teachers before sound classroom performance evaluations can be conducted. Results of an observational instrument utilized in South Carolina, "Describing Practices and Intentions of Classroom Teachers," isolates classroom factors associated with appropriateness of teachers'…

Naturalistic inquiry is an alternative to traditional assessment and experimental methodologies for measuring the effects of early intervention programs with young handicapped children. Discussion focuses on (1) the inductive nature of the naturalistic method; (2) potential strengths and weaknesses; (3) procedures for data collection. (Author/JW)

Analyzes six paradigms used in research on teacher effectiveness: (1) process-anecdotal; (2) process-systematic; (3) process-product; (4) experimental; (5) process-process; and (6) process-process-product. Recommends that paradigms coexist since all are based on direct observation of classroom behavior, and each represents a different,…

Teachers rated 63 first graders on three rating scales: the Quay-Peterson Behavior Problem Checklist, the Miller School Behavior Checklist, and a scale involving frequency estimates of disruptive behaviors. Data analysis revealed considerable independence of the major types of measurement (direct behavioral observation vs. global ratings).…