ERIC Number: ED237462
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Applications of Low-Inference Observation in Teacher Education.
Spaulding, Robert L.
An overview is presented of classroom observation instruments which have been created and refined since 1962. The components of teacher-pupil transactions measured by different observation methods are listed, and the complexities and difficulties encountered when using the instruments are discussed. A description is given of the Coping Analysis Schedule for Educational Settings (CASES), an instrument developed to observe coping behavior in school settings. Fifteen tables present specific information on CASES scores which measure the classroom variables commonly chosen for measurement by other instruments. This instrument has been adapted to focus on student coping behaviors commonly observed in classrooms and other school environments. Within this special environment, which constrains or sanctions certain behaviors, students may use a limited range of adaptive behaviors. The CASES instrument is designed to characterize the specific adaptive behaviors employed by pupils as they seek to obtain their objectives. A companion instrument to assess teacher behavior (the Spaulding Teacher Activity Recording Schedule), is in the process of development and validation. (JD)
Descriptors: Adjustment (to Environment), Beginning Teachers, Behavior Patterns, Classroom Environment, Classroom Observation Techniques, Classroom Research, Coping, Higher Education, Individual Differences, Interaction Process Analysis, Research Methodology, Student Behavior, Teacher Behavior, Teacher Education
Not available separately, see SP 022 600.
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Identifiers: Coping Analysis Schedule for Educational Settings
Note: In: Smith, David C., Ed. Essential Knowledge for Beginning Educators. American Association of Colleges for Teacher Education, Washington, D.C., Dec 1983. p80-100.