- Abstract:
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Teacher effectiveness, which impacts student attainment even when controlling for student characteristics, is of key importance as a factor in educational effectiveness and improvement. Improving the quality of teaching is thus the primary means by which we can enhance student learning outcomes. Thus there has long been great interest in the development of classroom observation measures in the field of educational effectiveness research (EER). The International System for Teacher Observation ...
Expand abstract - Publication status:
- Published
- Peer review status:
- Peer reviewed
- Version:
- Accepted Manuscript
- Files:
-
-
(pdf, 352.0KB)
-
- Publisher copy:
- 10.1007/s11858-018-0921-9
-
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- Publisher:
- Springer Berlin Heidelberg Publisher's website
- Journal:
- ZDM Journal website
- Volume:
- 50
- Issue:
- 3
- Pages:
- 395-406
- Publication date:
- 2018-03-01
- Acceptance date:
- 2018-02-02
- DOI:
- EISSN:
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1863-9704
- ISSN:
-
1863-9690
- Pubs id:
-
pubs:857984
- URN:
-
uri:a713e0b0-6a08-44d1-bb55-095d9b872929
- UUID:
-
uuid:a713e0b0-6a08-44d1-bb55-095d9b872929
- Local pid:
- pubs:857984
- Copyright holder:
- FIZ Karlsruhe
- Copyright date:
- 2018
- Notes:
-
Copyright © 2018 FIZ Karlsruhe. This is the accepted manuscript version of the article. The final version is available online from Springer at: https://doi.org/10.1007/s11858-018-0921-9
Journal article
Assessing individual lessons using a generic teacher observation instrument: how useful is the International System for Teacher Observation and Feedback (ISTOF)?
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