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ERIC Number: ED108423
Record Type: RIE
Publication Date: 1975
Pages: 281
Abstractor: N/A
Reference Count: N/A
Observation of Pupils and Teachers in Mainstream and Special Education Settings: Alternative Strategies.
Weinberg, Richard A., Ed.; Wood, Frank H., Ed.
Presented are 12 papers which focus on four systematized methods of classroom observation. Stressed is the importance of formal, systematic observation as a tool for viewing and recording pupil behaviors and insuring that the individual child's needs are met in both the mainstream and special education settings. R. Brandt offers an historical overview of systematic approaches to observation in school settings. Papers by N. Flanders, G. Morine, and D. Medley examine the interaction analysis approach in terms of its use in studying pupil attitudes toward learning, alternative applications such as for teacher training and evaluation, and the characteristics necessary for using observation as a measuring instrument. P. Gump, P. Schoggen, and J. Kounin represent an ecological view of educational contexts by illustrating an ecological approach for investigating educational environments, reporting an ecological study of children with physical disabilities, and stressing the importance of completeness of data. W. Charlesworth and D. Spiker consider the ethological perspective in education. The behaviorist approach to observation is explored by D. O'Leary, V. Hall, R. Hawkins, S. Axelrod, and S. Deno who analyze problems and describe data recording procedures pertinent to that approach. Finally M. Semmel discusses use of systematic classroom observation in the study and modification of pupil-teacher interaction. (LS)
Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091 ($2.50)
Publication Type: Books
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Bureau of Occupational and Adult Education (DHEW/OE), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Dept. of Special Education.