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Qualities of classroom observation systems

Published:2018-11-23 Issue:1 Volume:30 Page:3-29
ISSN:0924-3453
Container-title:School Effectiveness and School Improvement
language:en
Short-container-title:School Effectiveness and School Improvement

Author:

Bell Courtney A.¹^ORCID,Dobbelaer Marjoleine J.²,Klette Kirsti³,Visscher Adrie²^ORCID

Affiliation:

1. Center for Global Assessment, Educational Testing Service, Princeton, NJ, USA

2. ELAN, Department of Teacher Development, Faculty of Behavioural, Management and Social Sciences, University of Twente, Enschede, The Netherlands

3. Department of Teacher Education and School Research, Faculty of Educational Sciences, University of Oslo, Oslo, Norway

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09243453.2018.1539014

Reference73 articles.

1. Instructional Time Loss in Developing Countries: Concepts, Measurement, and Implications

2. The influence of fidelity of implementation on teacher–student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach

3. Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress

4. An Argument Approach to Observation Protocol Validity

5. Assessment and Classroom Learning

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3. Show and tell: scaffolding practices in lower secondary social science classrooms;Journal of Curriculum Studies;2024-07-27

4. The conceptualisation implies the statistical model: implications for measuring domains of teaching quality;Assessment in Education: Principles, Policy & Practice;2024-06-20

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