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Title: Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons?
Authors: Evans, Sheila
Jones, Ian
Dawson, Clare
Issue Date: 2015
Publisher: © The Authors. Published by PME
Citation: EVANS, S., JONES, I. and DAWSON, C., 2015. Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons? IN: Liljedahl, P. ...et al.(eds.) The 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, 3, pp. 33-40.
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.
Description: This conference paper was presented at the The 38th Conference of the International Group for the Psychology of Mathematics Education, Vancouver, Canada, 15-20th July.
Version: Accepted for publication
URI: https://dspace.lboro.ac.uk/2134/20310
Publisher Link: http://www.igpme.org/index.php/publications/print-on-demand
Appears in Collections:Conference Papers (Mathematics Education Centre)

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