Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons?

Evans, Sheila and Jones, Ian and Dawson, Clare (2014) Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons? In: 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, 15 - 20 July 2014, Vancouver, Canada.

[img]
Preview
PDF - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (297kB) | Preview

Abstract

Schools, districts and inspectorates routinely use non-specialists to observe lessons for accountability and professional development purposes. However, there is little empirical research on how well non-specialists observe lessons. We describe two pilot studies in which education professionals made judgements about mathematics lesson observation reports, written by both specialists and non-specialists. In terms of providing feedback to the observed teachers, the professionals considered the specialists’ reports to be significantly more useful than the non-specialists’ reports. Written advice about a teacher’s practice influenced these judgements. The paper considers theoretical and practical implications, as well as limitations of our findings.

Item Type: Conference or Workshop Item (Paper)
Schools/Departments: University of Nottingham UK Campus > Faculty of Social Sciences > School of Education
Depositing User: Collier, Elanor
Date Deposited: 14 Mar 2016 13:27
Last Modified: 14 Sep 2016 02:15
URI: http://eprints.nottingham.ac.uk/id/eprint/32186

Actions (Archive Staff Only)

Edit View Edit View