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

Evans, Sheila; Jones, Ian; Dawson, Clare

Authors

Sheila Evans Sheila.Evans@nottingham.ac.uk

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.

Publication Date Jul 1, 2014
Peer Reviewed Peer Reviewed
APA6 Citation Evans, S., Jones, I., & Dawson, C. (2014). Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons?
Publisher URL http://www.pmena.org/pmenaproceedings/PMENA%2036%20PME%2038%202014%20Proceedings%20Vol%203.pdf
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





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