Do Subject Specialists Produce More Useful Feedback than Non-Specialists When Observing Mathematics Lessons? [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Evans, Sheila; Jones, Ian; Dawson, Clare
Titel	Do Subject Specialists Produce More Useful Feedback than Non-Specialists When Observing Mathematics Lessons? [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Intellectual Disciplines; Specialists; Expertise; Lay People; Feedback (Response); Observation; Classroom Observation Techniques; Mathematics Teachers; Secondary School Teachers; Foreign Countries; Teacher Evaluation; Mathematics Instruction; Instructional Improvement; United Kingdom + Suchen Sie Ihr Suchwort? Geisteswissenschaften; Expert appraisal; Laie; Beobachtung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Teacher appraisal; Lehrerbeurteilung; Mathematics lessons; Mathematikunterricht; Unterrichtsqualität; Großbritannien
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. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01