Synthesized are the results of five qualitative investigations of high school science classrooms in Western Australia and in the state of Georgia. Gender differences were observed in each study and teachers were not aware of their occurrence. (Author/YP)

Investigates student engagement patterns in high school science classes. Finds that three to five students, known as target students, monopolized classroom interactions in most classes and they tended to be high-achieving students. Most target students were male and tended to be persistent. Provides a student involvement questionnaire in the…

Describes a collaborative qualitative evaluation of a school-based curriculum project in an Australian elementary school that combined ethnographic, illuminative, and naturalistic methods. Examines the political processes that facilitated and impeded the evaluation process. (FMW)

Observations and interviews with (n=16) undergraduate mathematics and mathematics education majors learning to do formal mathematical proofs found three major sources of students' difficulties: concept understanding, mathematical language and notation, and getting started on a proof. (25 references) (MKR)

Describes observations, written samples, and interviews of (n=24) high school teachers learning concepts of group, subgroup, coset, normality, and quotient group in an Abstract Algebra course. General observations are made about the role of errors and misconceptions in light of an action-process-schema framework. (32 references) (MKR)

A longitudinal case study examined the writing development of two children who learned to write in "process writing" classrooms in Australia. Results of participant observation in K-3 classrooms suggest that choices made in language are not free but are constrained by social and cultural contexts, including the ideology of gender in the…

Describes a study of 120 second-grade and fourth-grade students that explored a self-regulatory approach to problem solving by providing pairs of students with the IDEA model to identify, define, explore, and assess progress in solving computer problems. The use of student journals, classroom debriefings, and observations are discussed. (LRW)

Twenty special education and 20 general education teachers viewed a videotape of a reading comprehension lesson with a small group of third graders, 1 of whom had a learning disability. Analysis of teacher responses suggested that general and special teacher groups may possess different professional knowledge structures on which they interpret…

Provides an overview of the importance of user-based evaluations of networked information services; reviews data collection techniques that provide a user perspective when assessing networked information services, including focus groups, user logs, interviews, observation, and surveys; and offers practical suggestions and guidelines for using such…

Paper explores the idea of biography writing as a medium for teacher development and reflection, focusing on the ethnographic biography to provide student teachers with context in preservice education and describing a one-semester course in Switzerland in which student teachers were paired with experienced teachers to complete ethnographic…

Teacher evaluation is problematic because it combines two conflicting tasks: improving instruction and judging performance. A Boston elementary principal gradually devised an informal supervision/evaluation system involving brief, random, and frequent classroom visits followed by praise, affirmation, suggestions, and constructive criticism. Even…

Describes three methods for research on the second-language writing assessment process and the kinds of questions these methods can answer. Methods include direct observation, ethnographic observation, and studies of the relations between ratings and objective measures of various textual characteristics. (JL)

It is vital that librarians know the assumptions and principles of information-seeking behavior, make observations of themselves and users, and analyze failed reference interactions. They can make the human factor a strength rather than a limitation in the seeking and sharing of information. (Author/JMV)

Neoprogressive characteristics of clinical supervision possibilities can be incorporated into the supervision process to enhance teaching and learning through the improvement of instruction within the classroom. The article describes the characteristics and stages of the neoprogressive approach to clinical supervision, explaining why it offers…

Addresses problems of ethnographic educational research that lead to theoretical and linguistic difficulties often unresolved in research reports, such as the veneration of research participant/informants. Related concerns include researcher's position in the study, ethnography as a product of research, ethnography as textual practice, researcher…