Useful resources

O’Leary, M. (Ed) (2016) Reclaiming lesson observation: supporting excellence in teacher learning. Abingdon: Routledge

This book explores the latest practice, thinking and research in lesson observation, putting teacher learning at its heart. Illustrated throughout with practical examples from a range of education settings, each chapter contains a rich variety of state-of-the-art, evidence-based case studies to demonstrate how new approaches to observation can be applied in practice.

O’Leary, M. (2014) Classroom Observation: A Guide to the Effective Observation of Teaching and Learning. Abingdon: Routledge.

This book explores the pivotal role of lesson observation in the training, assessment and development of new and experienced teachers. Offering practical guidance and detailed insight on an aspect of training that is a source of anxiety for many teachers, this thought-provoking book offers a critical analysis of the place, role and nature of lesson observation in the lives of education professionals. Written for all student and practising teachers as well teacher educators and those engaged in educational research, Classroom Observation is an essential introduction to how we observe, why we observe and how it can be best used to improve teaching and learning.

O’Leary, M. and Wood, P. (2017) ‘Performance over professional learning and the complexity puzzle: lesson observation in England’s further education sector’, Professional Development in Education, Vol. 43(4), pp. 573-591.

O’Leary, M. (2013) Surveillance, performativity and normalised practice: the use and impact of graded lesson observations in Further Education Colleges, Journal of Further and Higher Education, 37(5) 694-714.

O’Leary, M. (2013) Expansive and restrictive approaches to professionalism in FE colleges: the observation of teaching and learning as a case in point. Research in Post-Compulsory Education, Vol. 8(4), pp. 348-364

Costa, A., Garmston, R., Ellison, J. and Hayes, C. (2016). Cognitive coaching: Developing self-directed leaders and learners, 3rd ed. Lanham MD: Roman and Littlefield.

Tenenberg, J. (2016) Learning through observing peers in practice, Studies in Higher Education, 41(4), 756-773.

Charteris, J. and Smardon, D. (2014) Dialogic peer coaching as teacher leadership for professional inquiry, International Journal of Mentoring and Coaching in Education, 3(2) 108-124

Western, S. (2012) Coaching and Mentoring: A Critical Text. London: SAGE

Green, J. (2011) Education, Professionalism and the Quest for Accountability. New York: Routledge.

Bokeno, R. (2009) Genus of learning relationships: mentoring and coaching as communicative interaction, Development and Learning in Organizations, 23(1) 5-8.

Parsloe, E. and Leedham, M. (2009) Coaching and Mentoring: Practical conversations to improve learning, 2nd ed. London: Kogan Page.

Whitmore, J. (2009) Coaching For Performance: GROWing human potential and purpose. London: Nicholas Brealey Publishing.

Edwards, A. and D’Arcy, C. (2004) Relational agency and disposition in sociocultural accounts of learning to teach, Educational Review, 56 (2), pp. 147-155.

Lyle, J. (2003) Stimulated recall: a report on its use in naturalistic research, British Educational Research Journal, 29(6), 861-878.

Fielding, M. (2001), Students as radical agents of change, Journal of Educational Change, 2 (2), pp. 123-141.

Saroyan, A. and Amundsen, C. (2001) Evaluating university teaching: time to take stock, Assessment & Evaluation in Higher Education, 26 (4), pp. 341-353.

Bowden, J. and Marton, F. (1998). The University of Learning: beyond quality and competence, London: Routledge.

Brookfield, S. D. (1995) Becoming a critically reflective teacher. San Francisco: Jossey-Bass.