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Title: Sustained classroom observation : What does it reveal about changing teaching practices?
Authors: Lawson, Tony
First Published: 25-Mar-2011
Publisher: Taylor & Francis (Routledge) for University and College Union
Citation: Journal of Further and Higher Education, 2011, 35 (3), pp. 317-337
Abstract: 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.
DOI Link: 10.1080/0309877X.2011.558891
ISSN: 0309-877X
eISSN: 1469-9486
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2011, Taylor & Francis (Routledge) for University and College Union. Deposited with reference to the publisher’s archiving policy available on the SHERPA/RoMEO website.
Description: 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:
Appears in Collections:Published Articles, School of Education

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