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Article: Educators' opinions on classroom observation as a practice of staff development and appraisal

TitleEducators' opinions on classroom observation as a practice of staff development and appraisal
Authors
KeywordsClassroom observation
Staff appraisal
Staff development
Issue Date2001
PublisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate
Citation
Teaching And Teacher Education, 2001, v. 17 n. 2, p. 161-173 How to Cite?
AbstractThis study examines educators' perceptions of classroom observation as a practice of staff development and appraisal. A questionnaire survey was conducted on 2400 educators in Hong Kong. The reported frequency and patterns of classroom observation suggested that the current practice was primarily for the purpose of appraisal. Compared to secondary and special school educators, primary school educators were less likely to welcome observers. Teachers were more likely than principals to perceive that classroom observation was more for appraisal than for staff development. All respondents indicated that they wished for a model of peer observation and coaching. The results are discussed with reference to the need to develop a model of observation that is solely for staff development. © 2001 Elsevier Science Ltd.
Persistent Identifierhttp://hdl.handle.net/10722/48412
ISSN
2015 Impact Factor: 1.823
2015 SCImago Journal Rankings: 1.836
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLam, SFen_HK
dc.date.accessioned2008-05-22T04:12:18Z-
dc.date.available2008-05-22T04:12:18Z-
dc.date.issued2001en_HK
dc.identifier.citationTeaching And Teacher Education, 2001, v. 17 n. 2, p. 161-173en_HK
dc.identifier.issn0742-051Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/48412-
dc.description.abstractThis study examines educators' perceptions of classroom observation as a practice of staff development and appraisal. A questionnaire survey was conducted on 2400 educators in Hong Kong. The reported frequency and patterns of classroom observation suggested that the current practice was primarily for the purpose of appraisal. Compared to secondary and special school educators, primary school educators were less likely to welcome observers. Teachers were more likely than principals to perceive that classroom observation was more for appraisal than for staff development. All respondents indicated that they wished for a model of peer observation and coaching. The results are discussed with reference to the need to develop a model of observation that is solely for staff development. © 2001 Elsevier Science Ltd.en_HK
dc.format.extent95342 bytes-
dc.format.extent1036268 bytes-
dc.format.mimetypeapplication/pdf-
dc.format.mimetypeapplication/pdf-
dc.languageengen_HK
dc.publisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tateen_HK
dc.relation.ispartofTeaching and Teacher Educationen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectClassroom observationen_HK
dc.subjectStaff appraisalen_HK
dc.subjectStaff developmenten_HK
dc.titleEducators' opinions on classroom observation as a practice of staff development and appraisalen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0742-051X&volume=17&issue=2&spage=161&epage=173&date=2001&atitle=Educators+opinions+on+classroom+observation+as+a+practice+of+staff+development+and+appraisalen_HK
dc.identifier.emailLam, SF:lamsf@hku.hken_HK
dc.identifier.authorityLam, SF=rp00568en_HK
dc.description.naturepostprinten_HK
dc.identifier.doi10.1016/S0742-051X(00)00049-4en_HK
dc.identifier.scopuseid_2-s2.0-0035587725en_HK
dc.identifier.hkuros59089-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0035587725&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume17en_HK
dc.identifier.issue2en_HK
dc.identifier.spage161en_HK
dc.identifier.epage173en_HK
dc.identifier.isiWOS:000166954000003-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLam, SF=7402279467en_HK

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