Paper presented at the International Microteaching Symposium, Tubingen, West Germany, April 10-16, 1972. (DD)

Reports both the development of a scale designed to measure the levels of respect offered by teachers to their students and the results of a study which indicate that it is possible to train raters to employ the scale reliably. (Author/JM)

This paper stresses the importance of collaborative evaluation and discussion for helping preservice teachers develop the disposition and skill to engage in self-evaluation. Participation in the action-research process can enhance students' abilities to analyze different types of teaching experiences. (Author/PP)

Describes laboratory activities which encourage students to develop and test hypotheses related to the effects of changing environmental factors on plant growth. Uniform (fair) testing and careful observation and measurement, supplemented by graphing, are emphasized as important in reaching valid conclusions. (JM)

Describes a research study in which students were observed in eight secondary school mathematics classes and time lost from instructional activities was assessed using a time-filter. A typical child was assessed as spending slightly more than half the allocated time to time on task. Stability of results is discussed. (EAO)

The effectiveness of a traditional programed approach for producing skills needed for systematic classroom observation was compared with that of a group process training approach. The group process approach involved trainees in generation, role-playing, and live coding of a transcript. These trainees showed a more positive attitude toward their…

A doctoral student registered as a high school senior to determine first-hand student behavior, teaching methods, and curricula in a secondary school classroom. Highlights observations made, focusing on similarities between college prep and non-college prep students. (Author/JN)

Outlines a method to help students through the beginning phases of writing that will also show them the vital relationship between observation and creation. (RL)

Presents eight examples from two elementary school science textbook series of misleading suggestions related to what students should observe during science lessons. Levels and page numbers are given for each example. Questions whether textbook authors have tried and analyzed the experiments they describe. (Author/SK)

The University of Hawaii's exploratory Observation-Participation Program trains education majors in observing a host teacher and working in a classroom. The author, a host teacher, describes the structure and content of the experience she presented to her trainees, secondary speech-communication majors. (SJL)

Reading instruction and its effects were examined for 105 students in elementary classrooms for the learning disabled. Extensive detailed observations of students, teachers, and instructional material were used to explore the plausibility of a causal model of the effects of reading behaviors and instruction on students' reading performance.…

This report presents an analysis of data from an experimental study of teaching effectiveness. Results indicated that both the format and the experimental treatment influenced classroom processes. (JN)

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)

Argues that Norwegian day-care centers can represent a genuine welfare factor for parents and children only if center planning and development are founded on systematic analyses of the children's developmental environment and the day-care center's function as one of several measures designed to meet child needs and interests. (Author/DB)

This study investigated a way of teaching Israeli student-teachers about the nature of classroom activities in the cognitive domain by training them to observe actual lessons. Observation was limited to the activity of pupils in science classrooms rather than to that of the science teachers. (HM)