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Sustained classroom observation : What does it reveal about changing teaching practices?

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journal contribution
posted on 2015-01-23, 10:24 authored by Tony Lawson
In the context of the tension between classroom observation as a form of empowerment and as an instrument of control, the partnership between three 16-19 colleges and a university School of Education in delivering a programme of sustained observation over eight years is explicated. Drawing on the literature about continuing professional development (CPD) and the use of classroom observation as a developmental and inspection tool, the principles and processes that underpin the programme are explained. Content analysis of 924 reports of classroom observations is undertaken to establish two areas where changes in practice can be relatively easily achieved and two areas that are more resistant.

History

Citation

Journal of Further and Higher Education, 2011, 35 (3), pp. 317-337

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCE/School of Education

Version

  • AM (Accepted Manuscript)

Published in

Journal of Further and Higher Education

Publisher

Taylor & Francis (Routledge) for University and College Union

issn

0309-877X

eissn

1469-9486

Copyright date

2011

Available date

2015-01-23

Publisher version

http://www.tandfonline.com/doi/abs/10.1080/0309877X.2011.558891#.VMIfjy7w-5I

Notes

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 25th March 2011, available online: http://www.tandfonline.com/10.1080/0309877X.2011.558891

Language

en

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