This writer argues that teacher evaluation models focusing exclusively on the quantitative recording and coding of observable behaviors may not assist teachers in improving the quality of their instruction, and that teacher evaluation should place more emphasis on qualitative dimensions of what teach ers say during instruction.
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References
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Brophy, J., and Good, T. "Teacher Behavior and Student Learning." In Third Handbook of Research on Teaching, edited by M.C. Wittrock.Chicago, Ill.: Rand McNally , 1986.
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