Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons?
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...
| Main Authors: | , , |
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| Format: | Conference or Workshop Item |
| Published: |
2014
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| Online Access: | https://eprints.nottingham.ac.uk/32186/ |