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Classroom observations of first-graders and teachers in an experimental reading program

Classroom observations of first-graders and teachers in an experimental reading program 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 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

Classroom observations of first-graders and teachers in an experimental reading program

Annals of Dyslexia , Volume 31 (1): 10 – Jan 1, 1981

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References (12)

Publisher
Springer Journals
Copyright
1981 The Orton Society, Inc
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/BF02658608
Publisher site
See Article on Publisher Site

Abstract

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

Journal

Annals of DyslexiaSpringer Journals

Published: Jan 1, 1981

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