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An introduction to classroom observation
TLDR
This chapter discusses classroom observation in context, the use of quantitative and qualitative methods, and research into classrooms.Abstract:
List of figures Acknowledgements Preface 1. An Introduction to classroom observation 2. The use of quantitative methods 3. The use of qualitative methods 4. Classroom observation in context 5. Research into classrooms 6. Observation and action Bibliography Indexread more
Citations
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Journal ArticleDOI
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures
TL;DR: The authors argue that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.
Journal ArticleDOI
Psychometric Properties of the Parent and Teacher Versions of the Strengths and Difficulties Questionnaire for 4- to 12-Year-Olds: A Review
TL;DR: This review shows that the psychometric properties of the SDQ are strong, particularly for the teacher version, which implies that the use of theSDQ as a screening instrument should be continued and longitudinal research studies should investigate predictive validity.
Theory and Practice in Language Studies
TL;DR: In this article, the problems in teaching tenses to Turkish students at university level in Turkey have been studied and most frequently occurred errors have been listed and they have been analyzed in detail, which revealed that the reasons for these errors mostly derive from mother tongue interference and lack of adequate linguistic background.
Journal ArticleDOI
Student attitudes, image and the gender gap
TL;DR: The authors found that it was more acceptable for girls to work hard and still be part of the 'in crowd', whilst boys were under greater pressure to conform to a 'cool', masculine image, and were more likely to be ridiculed for working hard.
Journal ArticleDOI
Peer observation as a transformatory tool
TL;DR: In this paper, the authors present a conceptual framework for POT that accommodates both technical development, critical know-how in the classroom, and personal growth and change, arguing that an instrumental interpretation of POT is not sufficient to enhance teacher performance.
References
More filters
Journal ArticleDOI
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures
TL;DR: The authors argue that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.
Journal ArticleDOI
Psychometric Properties of the Parent and Teacher Versions of the Strengths and Difficulties Questionnaire for 4- to 12-Year-Olds: A Review
TL;DR: This review shows that the psychometric properties of the SDQ are strong, particularly for the teacher version, which implies that the use of theSDQ as a screening instrument should be continued and longitudinal research studies should investigate predictive validity.
Theory and Practice in Language Studies
TL;DR: In this article, the problems in teaching tenses to Turkish students at university level in Turkey have been studied and most frequently occurred errors have been listed and they have been analyzed in detail, which revealed that the reasons for these errors mostly derive from mother tongue interference and lack of adequate linguistic background.
Journal ArticleDOI
Student attitudes, image and the gender gap
TL;DR: The authors found that it was more acceptable for girls to work hard and still be part of the 'in crowd', whilst boys were under greater pressure to conform to a 'cool', masculine image, and were more likely to be ridiculed for working hard.
Journal ArticleDOI
Peer observation as a transformatory tool
TL;DR: In this paper, the authors present a conceptual framework for POT that accommodates both technical development, critical know-how in the classroom, and personal growth and change, arguing that an instrumental interpretation of POT is not sufficient to enhance teacher performance.