Sheila Evans Sheila.Evans@nottingham.ac.uk
Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons?
Evans, Sheila; Jones, Ian; Dawson, Clare
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?|
|Copyright Statement||Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf|
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf