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Anita Simon, E. Boyer (1974)
Mirrors for behavior III : an anthology of observation instruments
M. J. Galton (1978)
British Mirrors: A Collection of Classroom Observation Systems. University of Leicester
K. Hirsch (1972)
Preventing Reading Failure
J. Stallings (1975)
Nos. 7–8.
Tanis Bryan (1974)
An Observational Analysis of Classroom Behaviors of Children with Learning DisabilitiesJournal of Learning Disabilities, 7
C. Conners (1969)
A teacher rating scale for use in drug studies with children.The American journal of psychiatry, 126 6
L. Miller, Jean Dyer, H. Stevenson, S. White (1975)
Four preschool programs : their dimensions and effectsMonographs of The Society for Research in Child Development, 40
J. Werry, H. Quay (1969)
Observing the Classroom Behavior of Elementary School ChildrenExceptional Children, 35
R. Gittelman-Klein, D. Klein, H. Abikoff, S. Katz, Audrey Gloisten, W. Kates (1976)
Relative efficacy of methylphenidate and behavior modification in hyperkinetic children: An interim reportJournal of Abnormal Child Psychology, 4
Jane Stallings (1975)
Implementation and Child Effects of Teaching Practices in Follow Through Classrooms.Monographs of The Society for Research in Child Development, 40
L. Y. Paden (1973)
The effectiveness of environmental intervention programs
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Classroom Observations of First-Graders and Teachers in an Experimental Reading Program Richard S. Feldman, Ph.D. New York State Psychiatric Institute Introduction Although the large number of classroom observation instruments-- Simon and B oyer (1974) collected 79 and Galton (1978) 41, in addition to countless individual studies and reports--certainly testifies to a wide- spread interest in looking at what actually goes on in classrooms, it seems fair to say that systematic observational data are far from routinely collected as part of the assessment of educational interventions. Indeed, Horowitz and Paden (1973), in their review of the effects of intervention programs, could cite very few examples. It appears to be primarily in the clinical, methodological, or even political context, rather than the simply educational, that behavioral observations in the classroom are most likely to be carried out: in contrasting a deviant group with normal peers (e.g., Werry and Quay 1969, for conduct problems, and Bryan 1974, for learning disabilities), in interventions specifically aimed at altering class- room behavior (e.g., Gittelman- Klein, et al. 1976), and, most impressively, in some of the Head Start and Follow Through evaluations (Stallings 1975; Miller and Dyer 1975). In the present study, systematic behavioral observations were
Annals of Dyslexia – Springer Journals
Published: Jan 1, 1981
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