The checklist is useful in providing a communication tool for inservice teacher training at all levels and for teachers' evaluation and assessment of their practices. (Author/JB)

This paper presents: (1) an extension of comparison theory to behavior in the elementary classroom; (2) a description of interaction methodology used to determine the occurrence of comparison behavior; and (3) summaries of three studies which test various theoretical implications about the nature of comparison behavior in the classroom. (CK)

The generalizability theory approach to the estimation of reliability is outlined, and a design is developed in which systematic variations in behavior over differing situations are separated from random fluctuation. Three coefficients of reliability are proposed. (CK)

Authors urge teachers to delve into children's background, family life, early experiences to gain knowledge needed for more effective teaching of each individual student. Ways to improve children's behavior and performance are detailed, as are techniques for encouraging self-expression and self-revelation, and stimulating parental interest. (PD)

Article reprinted from the March-April 1969 issue of "Education Age. (Author)

Investigation supported by the Arizona Center for Early Childhood Education and performed persuant to a contract with the U.S. Office of Education. Reprints from: T.L. Rosenthal, Dept. of Psychology, Univ of Arizona, Tucson, Arizona.

A study is described that examined the outcomes of implementing peer clinical supervision in one urban elementary school over a semester's time. (JMK)

Reports on an experimental program in which preschool children, kindergarten children, and first- and second-grade students were enrolled for two months for the purpose of observing the extent and nature of the cognitive and social features of play interaction among age mates and nonage mates. (RH)

The findings from an evaluation of Global Perspectives in Education were used to identify future research needs in the field of global education. (BW)

Classroom observation assignments for preservice teachers allow them to observe detailed relationships among classroom space and teacher student interaction. Through structured observation, preservice teachers become aware of classroom interactions in a vivid and instructive manner. (CJ)

This study investigated reactions of 51 children to entry into nursery school, based on observational data, a test of conceptual ability, and assessment of adjustment. Four styles of entry behavior were identified, and connections drawn between entry behavior and early experience, especially in the home. (SK)