This article reports development of the Rochester School Competency Schedule, a 26-item factor-analytically derived inventory designed to measure the ways in which teachers catergorize student behavior. (Author)

Investigations of relationship of teachers behavior to childrens task behavior in preschool. Less critical, less directive teachers showed a higher rate of children's task behavior. (ST)

Both academic and disruptive behavior in a classroom for children with behavioral problems were monitored under two different procedures for administering token reinforcement. Control may be more efficiently achieved by reinforcing academic behaviors incompatible with disruptive behaviors. (Author/JB)

A review organized around a conceptual scheme of relations between teacher behavior and pupil growth which has some direct support in the research literature.'' (Author)

Discusses the three vital factors upon which information derived from an evaluation instrument depends: (1) the criteria by which teaching performance is judged, (2) the reliability and validity of the acquired data, and (3) the comparison of the evidence against the criteria. (Author/EA)

A controlled outpatient study of 19 hyperactive boys (aged 4-10 years) of normal intelligence examined the effects of placebo and two different drugs on the boys' playroom behavior. (Author/NH)

A college supervisor describes her observations in an Italian Montessori school, where she filmed the children, and suggests that student teachers film their classes as an aid to observation. (SP)

Study found that stimulus presence during a delay of reinforcement interval enhanced performance, and to a large extent prevented the usual delay-produced decrement. (Authors)

Author suggests that in the classroom situation the teacher's perception of his pupils is of greater importance than the pupils' social class. (Author/MB)

Describes the equipment used in one child observation situation and the observers reactions to the arrangement. (Editor)

Results indicate that there is no simple relationship between type of observer present and children's aggressive responding following exposure to an aggressive model. (Authors)