Observation in teaching: Toward a practice of objectivity

Teachers College Record

Volumn 104, Issue 6, 2002, Pages 1069-1100

  Bulterman Bos, Jacquelien ^a,b   Terwel, Jan ^a,b   Verloop, Nico ^a,b   Wardekker, Wim ^a,b  

^a VU UNIVERSITY AMSTERDAM   (Netherlands)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036729304     PISSN: 01614681     EISSN: None     Source Type: Journal    
DOI: 10.1111/1467-9620.00197     Document Type: Article

References (78)

1. Perspectives on measurement instruction
2. Professionalisering van docenten op het vlak van evaluatie
3. Professionalisering van de evaluatiepraktijk
4. Research on the self-fulfilling prophecy and teacher expectations
5. Teacher-student interaction
6. Teachers' communication of differential expectations for children's classroom performance: Some behavioral data
7. Teaching stories and local understandings
8. Learning, achievement and assessment: Constructs at a crossroad
9. Teachers' personal knowledge: What counts as personal in studies of the personal
10. Teachers' thought processes
11. Research on teaching and teacher research: The issues that divide
12. How shall we publish case studies of curriculum development?
13. Stories of experience and narrative inquiry
14. Heard any really good stories lately? A critique of the critics of narrative in educational research
15. Objectivity in educational research
16. Narrative research: Political issues and implications
17. The cultures of teaching
18. The knower and known: The nature of knowledge in research on teaching
19. Conversations and narrative in collaborative research
20. Discussion of the symposium on teachers' expectations as an unintended determinant of pupils' intellectual reputation and competence
21. Preface
22. Teacher expectancy effects and educational psychology
23. Considerations for educational planning
24. The emergence of the teacher's voice: Implications for the new reform
25. Summary, integration and prospective
26. Logical and methodological problems in teacher expectancy research
27. Shifting conceptions of validity in educational measurement: Implications for performance assessment
28. Can there be validity without reliability?
29. Fidelity in teaching, teacher education, and research for teaching
30. Teacher planning, teacher behavior, and student achievement
31. What do new views of knowledge and thinking have to say about research on teacher learning?
32. Student social class and teacher expectation: The self-fulfilling prophecy in ghetto education
33. Teacher expectation for the disadvantaged
34. Teachers and tests: What's really happening?
35. The methodology of evaluation
36. Research on teachers' pedagogical thoughts, judgments, decisions, and behavior
37. Test design: A view from practice
38. Paradigms and research programs in the study of teaching: A contemporary perspective
39. Objectiviteit en rolneming]
40. Unfinished Pygmalion (review of Pygmalion in the classroom)
41. Relevant classroom assessment training for teachers
42. The ecology of classroom assessment
43. Classroom assessment: A key to effective education
44. Het bevorderen van authentiek leren
45. Review of Pygmalion in the classroom
46. Praktijkkennis van docenten: Een blinde vlek van de onderwijskunde
47. Didactische evaluatie
48. Evalueren
49. Praktijktheorieën van leraren
50. Criteria for the quality of inquiry
51. The self-fulfillment of the self-fulfilling prophecy
52. Teachers planning models
53. The new scholarship in teacher education
54. Are the effects of teacher education washed out by school experience?