Problem-child families and normal families were classified using the dyadic parent-child interaction coding system (DPICS). The DPICS was found to be a reliable, clinically practical research instrument that correctly classified 94 percent of the families and predicted 64 percent of the variance in parent report of home behavior problems. (Author)

A British observational study of science classroom interactions was replicated in Atlantic Canada with 33 teacher-class units. Comparison of results revealed a less practical approach to science teaching in the Canadian classrooms, with greater emphasis on the informational aspects of science and convergent, problem-solving activities. (Editor/SJL)

Convergence between temperament ratings from two different sources (mothers and observers) and observer codings of peer-peer interaction was assessed. (Author/MP)

A survey of students at three stages in the preservice education curriculum at Shippensburg State College is analyzed to measure the impact of a prestudent teaching field experience offered in conjunction with an introductory educational psychology course. (JMF)

Results of two studies of teachers' attributions for school problems indicate that teachers hold student factors more responsible for classroom problems than teacher factors, and that teachers' attributions vary for learning v behavior problems. The second study also indicates that students perceived as lacking motivation were criticized more…

The author discusses children's developing conceptions of how to represent objects artistically. She compares the use of detail, line, viewpoint, and dimension in imaginative and observational drawings by concrete-operational children and cites their opinions about the accuracy of their work. Part of a series on children's art. (SJL)

Reviews several ethnographic studies that focused on classroom processes which exclude or discriminate against minority group children. Discusses how an ethnographic approach, which considers the social context of learning, can provide more insight than have studies focusing on academic achievement and environmental determinants. (GC)

This study examined the relationship between the frequency of adult/peer interactions of preschool children and their perceptual role-taking ability. (CM)

Examines the purposes of student evaluation and how they influence the daily life of the classroom. Discusses feedback to students and parents, minimum competencies, classroom observations, formal tests, and self-evaluation. (SS)

A method of discovery learning in which students learn the technique of observing and formulating questions is applied to landscape archaeology. This method demands that the relationship between tutor and student be adjusted so that the tutor becomes a fellow researcher rather than a conveyor of information. (Author/CSS)

Ideas intended for use in a high school biology laboratory are given. Swordtail fish are described as subjects for observation in animal behavior studies. (SA)

Evaluates the value and effectiveness of college science laboratory instruction. An observational system called the Science Laboratory Interaction Categories (SLIC) was used to assess the performance of students and instructors in introductory and advanced laboratories of a large midwestern university. (HM)

An examination of the Ford Teaching Project and inquiry/discovering teaching theories leads to 43 hypotheses about the problems and possibilities of initiating teachers into classroom action research. (MM)

A model staff development program is presently being implemented at Memphis State University in which systematic observation and videotape feedback is used to provide teaching faculty with the opportunity to analyze and improve their classroom behaviors. (MM)