Middle and High School Teachers' Perceptions of Classroom Observation Practice
نویسندگان
چکیده
This study compared middle and high school teachers’ perceptions toward existing classroom observation practices. Teachers’ attitudes regarding classroom observation practices were analyzed on four dimensions: instructional improvement, purpose, professional trust, and reflective thinking. The participants were from five school districts in Long Island, New York. A survey instrument that included 37 items was delivered to 90 high school teachers and 72 middle school teachers. The results indicated that middle school teachers experienced more instructional improvement, purpose, and reflective thinking during the observation process. However, in the area of trust, no difference between middle and high schools was found.
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