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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...
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| Main Authors: | , , |
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| Format: | Default Conference proceeding |
| Published: |
2015
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| Subjects: | |
| Online Access: | https://hdl.handle.net/2134/20310 |
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