An observation system was designed to describe cognitive aspects of teacher discourse that could be related to ATI interactions. Twelve videotaped lessons were analyzed using the system; 13 of 19 categories had correlations greater than .70. Percentages of discourse for the four eighth-grade teachers studied are presented. (MS)

Describes some current techniques of classroom observation and evaluation, an area long neglected by sociologists. (AN)

Article is in the form of a major paper followed by responses of five art educators. (MB)

This report describes a technique which can be used to provide both formative and summative evaluation of television programs designed to promote educational development in 3-, 4-, and 5-year-old children. (Author)

Systematic observations of learning disabled and normal children suggested that learning disabled children spend significantly less time than normal children in task oriented behavior. (Author)

Report summarizes research conducted in the Child Development and Mental Retardation Center and the Department of Psychiatry at the University of Washington, based on five to six years of preliminary study in analyzing styles of social interaction between young children and their mothers. (Authors)

The paper explicates the rationale underlying the coding system, describes the classroom interaction variables subsumed within it, and discusses the special research and consultative advantages offered by this system. (Author)

Authors' aim is to specify the range of activities that may be relevant in determining a peculiarly aesthetic domain for future educational research. (Authors/MB)

Results indicate that the test-retest stability of the DDST is quite satisfactory for a screening test. (Authors/MB)

Proposes an instructional program monitoring system which would gather, tabulate, and analyze -- at a central source and at regular intervals -- some continuous evidence of the degree to which defined program goals are being attained. (Author)

Study concluded that supervisory process had no significant effect on student teacher behavior and that closed circuit TV feedback did not make supervision more effective. (RT)