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Relevant bibliographies by topics / Teacher observation

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Academic literature on the topic 'Teacher observation'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Teacher observation"

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Hill, Heather, and Pam Grossman. "Learning from Teacher Observations: Challenges and Opportunities Posed by New Teacher Evaluation Systems." Harvard Educational Review 83, no. 2 (2013): 371–84. http://dx.doi.org/10.17763/haer.83.2.d11511403715u376.

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In this article, Heather C. Hill and Pam Grossman discuss the current focus on using teacher observation instruments as part of new teacher evaluation systems being considered and implemented by states and districts. They argue that if these teacher observation instruments are to achieve the goal of supporting teachers in improving instructional practice, they must be subject-specific, involve content experts in the process of observation, and provide information that is both accurate and useful for teachers. They discuss the instruments themselves, raters and system design, and timing of and

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Kane, Thomas J., David Blazar, Hunter Gehlbach, Miriam Greenberg, David M. Quinn, and Daniel Thal. "Can Video Technology Improve Teacher Evaluations? An Experimental Study." Education Finance and Policy 15, no. 3 (2020): 397–427. http://dx.doi.org/10.1162/edfp_a_00289.

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Teacher evaluation reform has been among the most controversial education reforms in recent years. It also is one of the costliest in terms of the time teachers and principals must spend on classroom observations. We conducted a randomized field trial at four sites to evaluate whether substituting teacher-collected videos for in-person observations could improve the value of teacher observations for teachers, administrators, or students. Relative to teachers in the control group who participated in standard in-person observations, teachers in the video-based treatment group reported that post-

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Colprit, Elaine J. "Observation and Analysis of Suzuki String Teaching." Journal of Research in Music Education 48, no. 3 (2000): 206–21. http://dx.doi.org/10.2307/3345394.

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This study is an examination of teacher and student behavior in 48 violin and cello lessons taught by 12 expert Suzuki string teachers. One representative excerpt of work on a repertoire piece that had been introduced in a preceding lesson was extracted from each lesson videotape and analyzed in detail. Each excerpt was divided into segments (labeled “rehearsal frames”) that encompassed the instructional activities devoted to proximal performance goals (labeled “targets”) identified by the teacher. Targets were recorded for each rehearsal frame and categorized according to the teacher's descri

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Cholifah, Anjar Nur, Abdul Asib, and Suparno Suparno. "Investigating Teacher’s Perceptions of Reflective Peer Observation to Promote Professional Development." JEES (Journal of English Educators Society) 5, no. 1 (2020): 89–93. http://dx.doi.org/10.21070/jees.v5i1.382.

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Peer observation as one of the reflection tools is viewed as an effective strategy to develop teacher’s professionalism. Furthermore, peer observation in reflective practice refers to the teacher’s act which collaborates with other teachers to identify the strength and the weakness of their teaching. By doing so, it is expected there will be innovation and improvement for better teaching activity after doing an evaluation together. This study aimed at investigating the teacher’s perceptions of peer observation as one of the reflection tools to promote professional development. The participant

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Siddiqua, Aisha. "Classroom Observation as a Tool for Professional Development." World Journal of English Language 9, no. 1 (2019): 49. http://dx.doi.org/10.5430/wjel.v9n1p49.

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The study indicates that classroom observation is potentially a useful tool for teachers’ professional development and works best when the personal capacity of a teacher, an observer, and school provide a base for the effective use and outcome for teachers.A brief summary of major findings and lessons learnt from the project, process, learning of teachers and my own learning is presented as follows;i) Teachers found the pre and post-observation sessions very useful for their professional development. These sessions also help the observer to understand the roots of the teacher's classroom probl

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Ewijk, Charlotte Dignath-van, Oliver Dickhäuser, and Gerhard Büttner. "Assessing How Teachers Enhance Self-Regulated Learning: A Multiperspective Approach." Journal of Cognitive Education and Psychology 12, no. 3 (2013): 338–58. http://dx.doi.org/10.1891/1945-8959.12.3.338.

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Teachers’ behavior in the classroom can be assessed from different perspectives using teacher ratings, student ratings, or classroom observations. This article presents an observation instrument to assess teachers’ promotion of self-regulated learning (SRL), capturing teachers’ instruction of self-regulation strategies as well as characteristics of the learning environment that should foster students’ self-regulation. Thirty-four classroom videotapes were systematically coded regarding teachers’ promotion of SRL. Moreover, student and teacher ratings were collected to compare different perspec

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Briggs, Derek C., and Jessica L. Alzen. "Making Inferences About Teacher Observation Scores Over Time." Educational and Psychological Measurement 79, no. 4 (2019): 636–64. http://dx.doi.org/10.1177/0013164419826237.

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Observation protocol scores are commonly used as status measures to support inferences about teacher practices. When multiple observations are collected for the same teacher over the course of a year, some portion of a teacher’s score on each occasion may be attributable to the rater, lesson, and the time of year of the observation. All three of these are facets that can threaten the generalizability of teacher scores, but the role of time is easiest to overlook. A generalizability theory framework is used in this study to illustrate the concept of a hidden facet of measurement. When there are

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Caughlan, Samantha, and Heng Jiang. "Observation and Teacher Quality." Journal of Teacher Education 65, no. 5 (2014): 375–88. http://dx.doi.org/10.1177/0022487114541546.

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Çelik, Sercan, Evrim Baran, and Olcay Sert. "The Affordances of Mobile-App Supported Teacher Observations for Peer Feedback." International Journal of Mobile and Blended Learning 10, no. 2 (2018): 36–49. http://dx.doi.org/10.4018/ijmbl.2018040104.

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Mobile technologies offer new affordances for teacher observation in teacher education programs, albeit under-examined in contrast to video technologies. The purpose of this article is to investigate the integration of mobile technologies into teacher observation. Using a case study method, the authors compare the traditional narrative paper-pen, mobile app-supported, and video observation methods. Participants included 2 experienced teachers of English as a Foreign Language who were selected as the observers and observees in a higher education institutional context. The data was collected in

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Hunter, Seth B. "The Unintended Effects of Policy-Assigned Teacher Observations: Examining the Validity of Observation Scores." AERA Open 6, no. 2 (2020): 233285842092927. http://dx.doi.org/10.1177/2332858420929276.

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Several state policies link high-stakes consequences to teacher evaluations, which tend to be heavily weighted by observation scores. However, research has only recently investigated the validity of these scores in field settings. This study examines the sensitivity of teacher observation scores to the number of observations assigned by state policy and the assignment of prior-year composite measures produced by the evaluation system. Regression discontinuity and local regression designs exploit discontinuities in both assignment processes. The evidence suggests that assignment to a lower prio

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Dissertations / Theses on the topic "Teacher observation"

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Howard, Amanda Jane. "Teacher appraisal : the impact of observation on teachers’ classroom behaviour." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3728/.

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This thesis is based on three English language teacher case studies located in the Middle East where classroom discourse has been analysed in order to establish the impact that an appraisal observer has on teachers‘ behaviour. The literature suggests that the presence of an observer alters events in the classroom, but to date there has not been any research into the nature of these changes which draws on transcripts of observed lessons. Each teacher recorded a model (observed) and a pedagogic (non–observed) lesson with similar parameters so that they could be compared, and commonalities and di

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Langmuir, David Allan. "Making sense of teacher collaboration : a case study of two teachers’ engagement in clinical supervision." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34574.pdf.

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Eckler, Seth T. "Analyzing Physical Education Teacher Behavior Using Systematic Observation." UKnowledge, 2018. https://uknowledge.uky.edu/edsc_etds/38.

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Introduction: Experts in the field have advocated that quality physical education (QPE) is the centerpiece of a comprehensive school physical education program (CSPAP). Evidence-based programs and instructional models have shown great promise in increasing the physical activity (PA) of today’s youth. However, little is known about the specific impact of teaching behaviors (TB) used within these programs and their impact on student outcomes. Therefore, the aim of this study was to use a systematic observation method that is primarily focused on analyzing TBs that are displayed in class, identif

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Sanif, Sazuliana. "Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/21049.

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The present study primarily aims to explore the English language (EL) teachers’ current practices and their experiences of teacher evaluation, and how these are related to the introduction of peer observation of teaching (POT) in the Malaysian university system. Then, it aims to explore the possibilities and challenges faced by Malaysian universities in introducing peer observation. The participants of the study were determined by 2 stages of the research design. In Stage 1, from 10 different universities around Malaysia, 72 teachers completed the online questionnaire and eight semi-structured

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Davies, Kim. "Teachers' implicit theories of intelligence and their relationship to performance feedback and teacher efficacy /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17962.pdf.

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Hammarwall, Julie. "Dimensions of Self-Motivated Teacher Collaboration." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86799.

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This qualitative study explores six English teachers’ perceptions regarding teaching collaboration. In open-ended interviews, the teachers responded to questions regarding the extent to which they were able to engage in meaningful collaboration. The study’s focus was to gain insight on the most valuable dimensions of informal and formal collaborative activities. The outcome of the study indicated that although many teachers engage in self-motivated collaborative activities, they wished to build on their experiences in different ways, incorporating more formal activities and professional develo

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McKenzie, Andrew. "Measuring Teaching Effectiveness Using Value-Added and Observation Rubric Scores." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699912/.

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This mixed-methods study examined the extent to which teacher performance and student performance measures correlated, and to understand which specific practices of mathematics teachers in Grades 3-5 related to student performance. Research was conducted at five elementary schools in a large, urban north Texas school district. Data sources included component scores and recorded evidence from observation rubrics, interviews with campus administrators, and value-added modeling (VAM) student growth scores. Findings indicated a modest relationship between teacher performance levels and student per

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Evans, Michael David. "A Correlational Analysis of Teacher Observation Scores and Student Achievement." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668109.

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<p> The purpose of this study was to determine the relationship between a teacher's observation score and the academic achievement of his or her students. Little research has been conducted in this area and no studies have been conducted that looked specifically at the Network for Educator Evaluation (NEE) observation instrument. Included in the study were 25 teachers of communication arts and 29 teachers of mathematics. These teachers were selected from schools that utilized both the NEE observation instrument during the 2012-2013 school year and were members of the Southwest Center for Educa

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Deignan, Ryan P. "K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study." Thesis, University of Iowa, 2017. https://ir.uiowa.edu/etd/5928.

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The purpose of this study was to measure the quantity, quality, and types of collaboration amongst K-12 music teachers in the state of Iowa. Survey responses (N = 97) were analyzed and grouped according to teacher characteristics. This sample of music educators reported the least collaboration on post-instruction, evaluative activity, such as reviewing assessments, data collection and analysis, and peer-observation. Respondents rated other parts of the collaborative process, such as group dialogue, decision-making, and action-taking, more highly. Teachers with a higher level of education repor

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Willey, Leslie Swanda. "An examination of the literacy curriculum decisions and actions of two beginning teachers enrolled in a university teacher induction program /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074455.

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Books on the topic "Teacher observation"

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Positive teacher appraisal through classroom observation. D. Fulton Publishers, 1999.

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B, Kottkamp Robert, and Provenzo Eugene F, eds. To be a teacher: Cases, concepts, observation guides. Random House, 1987.

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Pennington, Michael. The role of paired observation in teacher appraisal. University of East Anglia, 1990.

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1943-, Good Thomas L., ed. Becoming an effective reading teacher. Harper & Row, 1987.

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C, Wragg E., ed. Teacher appraisal observed. Routledge, 1996.

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Fine, Judith. Teacher-as-observer: Beyond the paper-and-pencil test. Peel Board of Education, 1990.

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Bradley, Mildred Odom. An advocacy approach to the observation and evaluation of teachers: Evaluation guide : from The master teacher. Master Teacher, 1990.

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Mathematics teacher noticing: Seeing through teachers' eyes. Routledge, 2011.

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Classroom practice: Teacher images in action. Falmer Press, 1986.

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Meisels, Samuel J. Thinking like a teacher: Using observational assessment to improve teaching and learning. Allyn & Bacon, 2002.

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Book chapters on the topic "Teacher observation"

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O’Leary, Matt. "Being an effective teacher." In Classroom Observation. Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-6.

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Dawson, R. L. "Observation." In Teacher Information Pack 5: Techniques and Information. Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-09005-1_6.

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Humphries, Simon, and Jerry Gebhard. "5. Observation." In Researching Language Teacher Cognition and Practice, edited by Roger Barnard and Anne Burns. Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697912-008.

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Bullock, Shawn Michael. "Disrupting the Apprenticeship of Observation." In Inside Teacher Education. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-403-4_8.

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Kurtoğlu-Hooton, Nur. "Post-observation Feedback." In Confirmatory Feedback in Teacher Education. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-52439-3_1.

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O’Leary, Matt. "Using digital video technology to observe, inform and improve teacher learning." In Classroom Observation. Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-9.

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Loughland, Tony. "Classroom Observation as Method for Research and Improvement." In Teacher Adaptive Practices. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6858-5_3.

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Copland, Fiona, and Helen Donaghue. "Post observation feedback." In The Routledge Handbook of English Language Teacher Education. Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-27.

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Walker, Richard. "Peer Observation and Review of Online Teaching." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_68-1.

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Forgasz, Rachel. "Rethinking the Observation Placement: A Community/Cohort Approach to Early Professional Experiences." In Teacher Education. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0785-9_7.

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Conference papers on the topic "Teacher observation"

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Batlle, Jaume, and Paul Miller. "VIDEO ENHANCED OBSERVATION AND TEACHER DEVELOPMENT: TEACHERS’ BELIEFS AS TECHNOLOGY USERS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1487.

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Zaiyasni, Zaiyasni, and Y. Helsa. "Observation of Teacher Activity in Teaching Science in Elementary School." In The 3rd International Conference on Advance & Scientific Innovation. EAI, 2020. http://dx.doi.org/10.4108/eai.20-6-2020.2300723.

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Motloung, Amos, and Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.

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Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-langua

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Čurković Kalebić, Sanja. "THE ROLE OF SELF-OBSERVATION IN INITIAL FOREIGN LANGUAGE TEACHER EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1494.

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Conceição, Teresa, Mónica Baptista, and ,. João Pedro da Ponte. "LESSON STUDY AS A PROCESS FOR DEVELOPING THE PEDAGOGICAL CONTENT KNOWLEDGE OF PRE-SERVICE PHYSICS AND CHEMISTRY TEACHERS." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.52.

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This research aimed to understand what physics and chemistry pre-service teachers learn within pedagogical content knowledge in a lesson study with the topic speed of sound, 8th grade. Participants were three pre-service teachers. This was a qualitative and interpretative study. Data were collected from participant observation, individual interviews and individual written reflections. Results showed that the participants developed their pedagogical content knowledge, when they identified the students’ prior knowledge and when they discussed strategies to help students overcome their difficulti

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Mykyteichuk, Khrystyna, Lyudmyla Tymchuk, and Valentyna Zvozdetska. "Pedagogical Diagnostics at the Stage of Preparing a Child for School in Poland." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/19.

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The current tendency of the European educational strategy on the compulsory children’s involvement in the preschool education before elementary school raises the issue of preparing children for school and the preschool education functioning, modernization and updating the content and technology of pedagogical activities at this stage. The article highlights the innovation of the Polish theory and practice in preparing a child for school i.e. the transfer of the pedagogical diagnosis function in school readiness from psychologists to preschool teachers. The organization of systematic, daily obs

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Čurković Kalebić, Sanja. "THE USE OF PEER OBSERVATION IN PRE-SERVICE FOREIGN LANGUAGE TEACHER EDUCATION." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0442.

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Zhiyong Xie and Xin Cao. "Construction Three-Dimensional observation system of teacher-student interaction behavior in Classroom and Practice." In 2010 2nd International Conference on Education Technology and Computer (ICETC). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529683.

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Stramkale, Ligita, and Laila Timermane. "Primary School Students’ Self-Regulated Learning Skills in Music Lessons." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.12.

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The topicality of the study was determined by the increasing role of self-regulated learning (hereinafter SRL) in primary education. The aim of the study is to compare the teacher’s assessment with the students’ self-assessment, to identify whether there are differences in awareness of the required level of SRL skills in music learning. Previous researches on SRL have been analysed, and an empirical study involving 86 (N=86) 4th- grade students of primary school has been conducted to achieve the aim of the study. To determine the level of primary school students’ SRL skills in music learning,

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Mamat, Nordin, Siti Rahayu Isha, Abdul Rahim Razalli, Mazlina Che Mustapha, and Rosmarzila Omar. "Observation of a Positive and Constructive Teacher-Child Interaction in Pre-School Setting in Selangor Malaysia." In THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY. Redwhite Pres, 2019. http://dx.doi.org/10.32698/gcs.01116.

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Reports on the topic "Teacher observation"

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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA m

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Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Lessons from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/045.

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Four different classroom observation instruments—from the Service Delivery Indicators, the Stallings Observation System, the Classroom Assessment Scoring System, and the Teach classroom observation instrument—were implemented in about 100 schools across four regions of Tanzania. The research design is such that various combinations of tools were administered to various combinations of teachers, so these data can be used to explore the commonalities and differences in the behaviors and practices captured by each tool, the internal properties of the tools (for example, how stable they are across

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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, edu

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Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Lessons from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-risewp_2020/045.

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Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.

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Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. I

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Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing tha

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staige

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Bacher-Hicks, Andrew, Mark Chin, Thomas Kane, and Douglas Staiger. An Evaluation of Bias in Three Measures of Teacher Quality: Value-Added, Classroom Observations, and Student Surveys. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w23478.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home langua

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Cone, Christina. Using Art to Teach Students Science Outdoors: How Creative Science Instruction Influences Observation, Question Formation, and Involvement. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2096.

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