EDU 507 School Observation, teacher Development, Evaluation and Supervision: Reading list

Module text(s) 

• Fullan, M. & Hargreaves, A. (2013). Teacher development and educational change. New York: Routledge. 
• Montgomery, D. (2013). Helping teachers develop through classroom observation. 2nd edn.  Hoboken: David Fulton Publishers. 
• O’Leary, M. (2014). Classroom observation: a guide to the effective observation of teaching and learning. New York: Routledge. 
• Randall, M. and Thornton, B. (2001).   Advising and supporting teachers.  Cambridge: Cambridge University Press. 
• Wragg E. C. (2012). An introduction to classroom observation (classic edition). New York: Routledge.

Key indicative readings 

• Andrew, M.J (2017). Evaluating the validity of classroom observations in the head start designation renewal system. Educational Psychologist, vol. 52(1), pp. 38-49. 
• Day, C., Calderhead, J. & Denicolo, P. (eds). (1993). Research on teacher thinking: understanding professional development.  London: Falmer. 
• Foster, P. (1996). Observing schools: a methodological guide.  London: Paul Chapman. 
• Dubinski, W.N. et al. (2016). Informing teacher education through the use of multiple classroom observation instruments. Teacher Education Quarterly, vol. 43(1), pp. 91-106. 
• Frederickson, N. & Cline, T.  (2015). Special educational needs: inclusion and diversity.  3^rd edn. Maidenhead: Open University Press. 
• Freeman, D. & Richards, J.C.  (1996). Teacher learning in language teaching.  Cambridge: Cambridge University Press. 
• Garubo, R.C. (1998). Supportive supervision in schools.  Connecticut: Greenwood Press. 
• Good, T. L. & Brophy, J. E. (2008). Looking in classrooms. 10^th edn.  Boston: Pearson Education. 
• John, H. (2011). Guided development of reflective thinking in the observations of classroom teachers by pre-service candidates. Academy of Educational Leadership Journal, vol. 15(2), pp. 81-93. 
• Lankshear, C. (2004). A handbook for teacher research: from design to implementation. Maidenhead: Open University Press. 
• Reed, A. J. S. & Bergemann, V. E.  (2005). A guide to observation, participation and reflection in the classroom. 5^th edn.  Boston: McGraw Hill. 
• Richards, J. C. (1998).  Beyond training: perspectives on language teacher education. Cambridge: Cambridge University Press. 
• Wajnryb, R. (1992). Classroom observation tasks: a resource book for language teachers and trainers. Cambridge: Cambridge University Press. 
• Walker, A. & Adelman, C. (1999). A guide to classroom observation.  London: Routledge. 
• Wragg E, C. (1999). An introduction to classroom observation. 2nd edn. London: Routledge. 
• Zeba, Z. (2017). Formal classroom observations: factors that affect their success. English Language Teaching, vol. 10(6), pp. 83-92. Open resource

Recommended readings 

• Alexander, R. (2000). Culture and pedagogy: international comparisons in primary education. Oxford: Blackwell. 
• Alexander, R., Broadfoot, P. & Phillips, D. (1999/2000). Learning from comparing:  new directions in comparative educational research. Volume 1 and Volume II.  Oxford:  Symposium. 
• Bouchamma, Y., Godin, M. and Godin, J.G.  (2008).  A guide to teacher evaluation.  Plymouth, UK: Bowman and Littlefield Education. 
• Brighouse, T. and Woods, D. (1999). How to improve your school. London: Routledge. 
• Clarke, A. and Erickson, G. (eds). (2003). Teacher inquiry: living the research in everyday practice.  London: RoutledgeFalmer. 
• Danielson, C. and McGreal, T.L.  (2000). Teacher evaluation to enhance professional practice.  Alexandria, VA: ASCD and ETS. 
• Dalin, P. (1998). School development: theories and strategies. London: Continuum. 
• Downey, C.J., Steffy, B.E., English, F.W., Frase, L.E. and Poston, W.K. (2004). The three minute classroom walkthrough: changing school supervisory practice one teacher at a time.  Thousand Oaks, CA: Corwin Press. 
• Earley, P., Fidler, B. & Ouston, J. (eds). (1998). Improvement through inspection? complementary approaches to school development. London: David Fulton. 
• Egan, G. (2013). The skilled helper: a problem-management and opportunity-development approach. 10^th edn.  Australia: Brooks/Cole. 
• Everard, K.B., Morris, G. & Wilson, I.  (2004). Effective school management. 4^th edn.  London: Paul Chapman. 
• Foster, P. (1996). Observing schools: a methodological guide.  London: Paul Chapman. 
• Fullan, M.  (1999). Change forces: the sequel.  London: Falmer. 
• Garubo, R. (1998). Supportive supervision in schools.  Westport: Conn./London: Greenwoood. 
• Ginnis, P. (2002). The teacher’s toolkit: raise achievement with strategies for every learner. Carmarthan, Wales: Crown House Publishing. (Read section one only) 
• Harber, C. & Davis, L.  (1998). School management and effectiveness in developing countries.  London: Continuum. 
• Hargreaves, A. & Hopkins, D. (1991). The empowered school: the management and practice of development planning. London: Cassell. 
• Hargreaves, D. & Hopkins, D. (1994). Development planning for school improvement. London Cassell. 
• Harris, A. & Bennett, N. (2001). School effectiveness and school improvement. London: Continuum.  
• Heron, J. (2001). Helping the client: a creative practical guide. 5^th edn. London: Sage. 
• Howard, A.  (2008). ‘Teachers being observed: coming to terms with classroom appraisal’, in S. Garton and K. Richards.  Professional Encounters in TESOL.  London: Palgrave, pp. 87-104. 
• Labov, W.  (1972). Sociolinguistic patterns.  Pennsylvania: University of Pennsylvania Press. 
• Leask, M. & Terrell. M. (1997). Development planning and school improvement for middle managers. London: Kogan Page. 
• Malderez, A. & Bodoczky, C. (1999). Mentor courses: a resource book trainer-trainers.  Cambridge: Cambridge University Press. 
• Moon, J. A.  (1999). Reflection in learning and professional development.  London: RoutledgeFalmer. 
• Moon, J. A.  (2006). Learning journals: a handbook of reflective practice and professional development.  London: Routledge. 
• Moore, A.  (2004). The good teacher: dominant discourses in teaching and teacher education.  London: RoutledgeFalmer. 
• Muijs, D. & Reynolds, D.  (2011). Effective teaching: evidence and practice.  3^rd edn. London: Paul Chapman 
• Noah, H. & Eckstein, M. (1998). Doing comparative education:  three decades of collaboration.  Hong Kong:  CERC. 
• Richards, J. C.  (1998). Beyond training: perspectives on language teacher education.  Cambridge: Cambridge University Press. 
• Southworth, G. (1998). Leading improving primary schools: the work of head teachers and deputy heads. London: Falmer Press. 
• Stoll, L. & Fink, D. (1996). Changing our schools: linking school effectiveness and school improvement. Maidenhead: Open University Press. 
• Stoll, L. & Myers, K. (eds). (1998). No quick fixes: perspectives on schools in difficulty. London: RoutledgeFalmer. 
• Wallace, M. J.  (1991). Training foreign language teachers.  Cambridge: Cambridge University Press.