Research on teacher evaluation and teacher effectiveness indicates that there are serious problems with the reliability of presage, process, and product findings. Quality in teaching can best be assessed by measuring process in the classroom and by using observation instruments which record the occurrence of specific, well-defined behaviors. (PP)

Documents in the ERIC database which bear on teacher evaluation in the 1980s are cited. References deal with subjects such as evaluation criteria and methods, the validity of various measurement techniques, state policies, teacher attitudes, and who should evaluate teachers. (PP)

This article describes procedures used at Pennsylvania State University to assess basic skills of applicants to the secondary school teacher education program. Tests given prior to student teaching assignments measure reading, writing, and speaking competencies. Test development and validation activities are explained. (PP)

The Houston (Texas) Independent School District's plan requires that teachers demonstrate competence in four areas: (1) functional academic skills; (2) content area knowledge; (3) methodology; and (4) new technology. Proficiency-based techniques used in teacher selection and in diagnosing needs of inservice teachers are described. (PP)

Results are presented of a meta-analysis of a review of studies on the effects on academic achievement associated with matching students and teachers on field dependent-independent cognitive styles. A slightly higher level of achievement by students was noted when cognitive styles were matched. (JD)

This study examined the generalizability of the Stallings Effective Use of Time Program (EUTP). Four series of the EUTP were analyzed for levels of teachers' classroom behavioral change. Observational data gathered before and after the four workshop series provided significant support for the generalizability of change from such programs. (JD)

This study attempted to determine the effects of students' motor ability level on teacher expectations and dyadic interactions within individual, competitive, and cooperative instructional settings in elementary physical education classes. Results are discussed. (Author/DF)

Classroom verbal behaviors of 33 elementary student teachers were correlated with second, third, and fourth grade pupils' evaluations of teaching performance. Results revealed that teachers who were more indirect in classroom interaction received significantly higher ratings from pupils on classroom procedures and interpersonnal skills. (JD)

A review of recent literature on both theoretical and research findings on the application of research to improve classroom instruction is offered. (DF)

To increase the academic achievement levels of its students, the District of Columbia Public Schools adopted a teacher training model known as Academic Learning Time. A description of the training of observers and teacher trainers is included. (Author/DF)

Training techniques used by five trainers conducting a workshop on changing teaching behaviors were studied to discover methods for examining trainer behaviors. Four observation methods were used. Results are discussed. (Author/DF)

This article reports on the results of a descriptive study of wait-time in first-year high school foreign language classes. Over 7500 classroom events were recorded and coded in order to measure and find the variance in time of 3270 instances of post-solicitation and post-response wait-time. Results are discussed. (Author/DF)

Problems in studying teacher effectiveness through the use of classroom observation are discussed. Four assumptions in the observation of classroom process are offered and ways in which these assumptions can be dealt with in designing an observation study are suggested. (DF)

This review of research examines the contributions of American and European researchers to understanding how classrooms work and what "frame" or format factors exert their influence and supply the foundation that underlies academic achievement. (IAH)

This article examines the teacher's contribution to the indirect effect that within-classroom grouping has on student achievement. Two distinct types of groups (ability groups and peer work-groups) are discussed and recommendations made for effective use of within-class grouping. (IAH)