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

Evans, Sheila; Jones, Ian; Dawson, Clare

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


Authors

Sheila Evans

Ian Jones

Clare Dawson



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.

Conference Name 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
End Date Jul 2, 2014
Publication Date Jul 1, 2014
Deposit Date Mar 14, 2016
Publicly Available Date Mar 14, 2016
Peer Reviewed Peer Reviewed
Public URL https://nottingham-repository.worktribe.com/output/994978
Publisher URL http://www.pmena.org/pmenaproceedings/PMENA%2036%20PME%2038%202014%20Proceedings%20Vol%203.pdf

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