Compared parents', teachers', and counselors' Behavior Problem Checklist ratings of 57 elementary and middle school children in counseling. Analysis of variance revealed school counselors perceived more personality problems in the children than the teachers did. Otherwise, parents, teachers, and counselors did not differ in their perceptions.…

This study of "naturally occurring" employment among high school students examines claims about the nature of the workplace. Drawing on interview, questionnaire, and observational data, it is argued that the President's Science Advisory Committee's (PSAC) expectations on developing responsibility and adult social relations in adolescents…

Presents an approach to family therapy where a group of observers becomes part of a therapeutic team by introducing strategic messages into the sessions. Messages are described in terms of five components: function, target, timing, content, and delivery. Suggests guidelines for effective team functioning and discusses implications for training.…

To ensure due process in teacher evaluations, administrators should follow 13 guidelines, including making teachers aware of the school district's expectations and its evaluation plan, obeying requirements in contracts and state and local laws, and helping teachers correct their deficiencies. (RW)

The effects of cooperative and individualistic learning experiences on interpersonal attraction between handicapped and nonhandicapped fourth graders were compared. Students were assigned to conditions on a stratified random basis controlling for handicap, ability, and sex. Cooperative experiences promoted more cross-handicapped interaction and…

Using techniques borrowed from ethnography, a participant observer spent four months in one elementary school to examine children's responses to literature as it was expressed in the classroom. (HOD)

Responses of 1- to 2 1/2-year-old children as bystanders to naturally occurring and simulated expressions of anger and affection by others were recorded by mothers trained as observers. Expressions of anger frequently caused distress in the children. Distress responses were significantly more likely when physical attack occurred. Overt signs of…

Investigates the relationship between an observer's familiarity with the normal, truthful communicative behavior of an individual, and the observer's ability to detect deception on the part of that individual. Provides an experimental test of the degree of linearity between familiarity and judgmental accuracy in detecting deception. (JMF)

Effects of cognitive style matching on interaction patterns in teacher-student dyads were investigated. Cognitive similarity/dissimilarity was not associated with the interaction patterns. Dyadic interaction was affected by factors including cognitive style and sex of teachers and students and contextual factors, particularly whole class v…

The Student-Level Observation of Beginning Reading (SOBR) was designed to focus on the content of instructional activities in reading at the individual student level, and is based on a time sample of time spent on specific activities. (Author/BW)

Clinicians and nonclinicians made causal attributions to actor behaviors. Analysis showed clear observer attribution bias for both groups. A greater bias occurred with deviant actor behavior and in situations that featured actor actions over opinions over emotions. Results are discussed in terms of applicability to clinical practice. (Author/JAC)

Advantages and disadvantages of methods to evaluate sociometric outcomes of mainstreaming (sociometric assessment, nomination methods, rating scale method, paired comparison method, and variations on nomination and rating scale methods) are considered. (CL)

This case history describes intervention techniques used with a nine-year-old male with behavior problems. The procedures used were classroom observation and teacher consultation; drug (Ritalin) withdrawal; direct consultant intervention; and class change and follow-up. (MH)

Discusses observation of teaching behavior (what should be recorded, what methods of recording are available, what is low inference and high inference data) and aspects of teacher evaluation (summative evaluation, formative evaluation and constraints on the evaluative process). (SS)

Based on excerpts from written observation reports of social studies classroom performance by a supervisor, the article offers comments on the range and breadth of the social studies. Topics discussed include the use of multimedia, educational games, role playing, behavioral sciences, values, skills, and women's studies. (DB)