| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Assessing individual lessons using a generic teacher observation instrument: how useful is the International System for Teacher Observation and Feedback (ISTOF)?
|
Muijs, Daniel
|
|
2018
|
50 |
3 |
p. 395-406
|
article
|
| 2 |
Classroom observation frameworks for studying instructional quality: looking back and looking forward
|
Praetorius, Anna-Katharina
|
|
2018
|
50 |
3 |
p. 535-553
|
article
|
| 3 |
Generic dimensions of teaching quality: the German framework of Three Basic Dimensions
|
Praetorius, Anna-Katharina
|
|
2018
|
50 |
3 |
p. 407-426
|
article
|
| 4 |
Generic dimensions of teaching quality: the German framework of Three Basic Dimensions
|
Praetorius, Anna-Katharina
|
|
|
50 |
3 |
p. 407-426
|
article
|
| 5 |
Going beyond structured observations: looking at classroom practice through a mixed method lens
|
Lindorff, Ariel
|
|
2018
|
50 |
3 |
p. 521-534
|
article
|
| 6 |
Studying instructional quality by using a content-specific lens: the case of the Mathematical Quality of Instruction framework
|
Charalambous, Charalambos Y.
|
|
2018
|
50 |
3 |
p. 445-460
|
article
|
| 7 |
Studying mathematics instruction through different lenses: setting the ground for understanding instructional quality more comprehensively
|
Charalambous, Charalambos Y.
|
|
2018
|
50 |
3 |
p. 355-366
|
article
|
| 8 |
Subject-specific characteristics of instructional quality in mathematics education
|
Schlesinger, Lena
|
|
2018
|
50 |
3 |
p. 475-490
|
article
|
| 9 |
The Instructional Quality Assessment as a tool for reflecting on instructional practice
|
Boston, Melissa D.
|
|
2018
|
50 |
3 |
p. 427-444
|
article
|
| 10 |
Understanding Instructional Quality Through a Relational Lens
|
Berlin, Rebekah
|
|
2018
|
50 |
3 |
p. 367-379
|
article
|
| 11 |
Using educational effectiveness research to promote quality of teaching: the contribution of the dynamic model
|
Kyriakides, Leonidas
|
|
2018
|
50 |
3 |
p. 381-393
|
article
|
| 12 |
Using the UTeach Observation Protocol (UTOP) to understand the quality of mathematics instruction
|
Walkington, Candace
|
|
2018
|
50 |
3 |
p. 507-519
|
article
|
| 13 |
Utilizing the M-Scan to measure standards-based mathematics teaching practices: affordances and limitations
|
Walkowiak, Temple A.
|
|
2018
|
50 |
3 |
p. 461-474
|
article
|
| 14 |
Video analyses for research and professional development: the teaching for robust understanding (TRU) framework
|
Schoenfeld, Alan H.
|
|
2018
|
50 |
3 |
p. 491-506
|
article
|
Journal description