Skip to Main Content

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

EDU 507 School Observation, teacher Development, Evaluation and Supervision

Department: Master of Education

Module Description: This module looks at aspects of teacher development and enhances the skills of observation in educational institutions. It develops critical understanding of classroom observation in both teacher development and as an indicator of school effectiveness in different contexts.

This forms the basis for exploring strategies for collaboration, supervision and mentoring of teachers within a school-based professional development framework

Module texts

Fullan, M. & Hargreaves, A. (2013). Teacher development and educational change. New York: Routledge. Purchase eBook
Montgomery, D. (2013). Helping teachers develop through classroom observation. 2nd edn. Hoboken: David Fulton Publishers.
O’Leary, M. (2020). Classroom observation: a guide to the effective observation of teaching and learning. 2nd edn. New York: Routledge. Purchase ebook
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

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.