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- W2014302429 abstract "Summary Observation of classroom interactions can either be unstructured or systematic. In order to demonstrate links between teacher behaviour and teacher effectiveness, quantitative data must be obtained. This article suggests that not only is unstructured observation unlikely to yield quantitative data but a large proportion of systematic methods will actually distort the data so severely that neither type of approach will be of any use in demonstrating links between teacher behaviour and teacher effectiveness. It is suggested that One‐Zero time sampling methods that record behaviours only once in any time unit should not be used as a means of quantifying behaviour." @default.
- W2014302429 created "2016-06-24" @default.
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- W2014302429 date "1981-02-01" @default.
- W2014302429 modified "2023-09-25" @default.
- W2014302429 title "Should Classroom Observation be Quantitative?" @default.
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- W2014302429 doi "https://doi.org/10.1080/0013188810230208" @default.
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