This study sought to determine if the implementation of standards-based learning in high schools affects students' transition to learning in university courses. Surveys and interviews with 13 students who had graduated from high schools implementing standards-based learning and who had completed their first academic semester at a midsize, private,…

Teachers crave yet rarely receive qualitative performance feedback. Though student feedback has been studied, we know little about what kinds of feedback are useful to teachers for improving practice. This study begins to address the need in research on the nature of feedback teachers receive from classroom observations as well as on how teachers…

Teacher evaluation should be implemented as a meaningful way to continue improvement of instructional practice. Evaluation criteria must be carefully defined and measured to eliminate ambiguity. (Author)

Article is a report on NASSP's Model Schools Project that includes statements by a teacher, a student, and the principal of one of the MSP schools. (Editor)

Principals may wonder how to evaluate teachers using student-centered, indirect teaching strategies with an assessment instrument geared to reward a more teacher-centered approach. This article offers some suggestions concerning the instructional cycle, classroom observation techniques, postobservation conferences, and the formal writeup. (MLH)

The Teaching Performance Observation Instrument enables evaluators to measure teachers' use of 25 specific teaching practices that research has identified as effective. These practices fall into five broad categories: (1) management of instructional time, (2) management of student behavior, (3) instructional presentation, (4) instructional…

Assessing teacher methods in relation to espoused learning objectives is the key to improving instruction and evaluation, says this principal. His article describes various ways to analyze teaching methods. (Editor)

A teaching style classification system that can aid in the evaluation of teachers is outlined. It allows the evaluator the use of systematic and orderly evaluation practices. (MD)

Teachers do their students a major disservice by not demanding the achievement of precise skills, particularly the ability to speak and write standard English. Teachers must know what to teach, how to teach, and how to evaluate what has been taught. (Author/JG)

Presents a checklist of effective teaching practices to provide feedback on direct, explicit, active, and whole-class instruction. The set of statements is neither a prescription nor a micromanagement system but a springboard for personal reflection and collegial discussion. The instrument is divided into five sections: introducing the lesson,…

The emphasis of this article is on athletic coaches and their supervision and evaluation as teachers. (DS)

Outlines the first part of a two-phase process for developing a student teacher evaluation model. A listing of the nine "core tasks" comprising the evaluation instrument is provided. (MD)

Article focuses on a project developed jointly by the St. Louis Board of Education and the Legal Aid Society of the City and County of St. Louis to provide legal education at the high school level. (Editor)

The road to educational excellence is via instructional excellence; teachers must design potent teaching strategies, evaluation techniques that consider student welfare, and methods for positive reinforcement. (Author/JG)

The purpose of this article is to explore the current situations and trends in junior high/middle school mathematics. To assist in this effort, an organizational scheme based on an instructional-process model of goals, objectives, methods, materials, and evaluation will be used. (Author)