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Coaching, which involves classroom observation and expert feedback, is a widespread and fundamental part of teacher training.
A guide to classroom observation
Clement Adelman and Roy Walker. 2003 · 2003
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Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study
Heather C Hill, Merrie L Blunk, Charalambos Y Charalambous, Jennifer M Lewis, Geoffrey C Phelps, Laurie Sleep, and Deborah Loewenberg Ball. 2008 · 2008
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Classroom Assessment Scoring System™: Manual K-3
Robert C Pianta, Karen M La Paro, and Bridget K Hamre. 2008 · 2008
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An introduction to classroom observation (Classic edition)
Ted Wragg. 2011 · 2011
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Domain independent assessment of dialogic properties of classroom discourse
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The growth of instructional coaching partner conversations in a prek-3rd grade teacher professional development experience
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Classroom observation for evaluating and improving teaching: An international perspective
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Paul F Christiano, Jan Leike, Tom Brown, Miljan Martic, Shane Legg, and Dario Amodei. 2017 · 2017
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Instructional coaching as high-quality professional development
Laura M Desimone and Katie Pak. 2017 · 2017
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Words matter: Automatic detection of teacher questions in live classroom discourse using linguistics, acoustics and context
P. J. Donnelly, N. Blanchard, A. M. Olney, S. Kelly, M. Nystrand, and S. K. D’Mello. 2017 · 2017
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Automatically measuring question authenticity in real-world classrooms
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The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence
M. A. Kraft, D. Blazar, and D. Hogan. 2018 · 2018
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Taking teacher coaching to scale: Can personalized training become standard practice?
Matthew A Kraft and David Blazar. 2018 · 2018
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Orchestrating the emergence of conceptual learning: A case study in a geometry class
Baruch B Schwarz, Naomi Prusak, Osama Swidan, Adva Livny, Kobi Gal, and Avi Segal. 2018 · 2018
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E. Jensen, M. Dale, P. J. Donnelly, C. Stone, S. Kelly, A. Godley, and S. K. D’Mello. 2020 · 2020
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Reiichiro Nakano, Jacob Hilton, Suchir Balaji, Jeff Wu, Long Ouyang, Christina Kim, Christopher Hesse, Shantanu Jain, Vineet Kosaraju, William Saunders, Xu Jiang, Karl Cobbe, Tyna Eloundou, Gretchen Krueger, Kevin Button, Matthew Knight, Benjamin Chess, and John Schulman. 2022 · 2022
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Chain of thought prompting elicits reasoning in large language models
Jason Wei, Xuezhi Wang, Dale Schuurmans, Maarten Bosma, Ed Chi, Quoc Le, and Denny Zhou. 2022 · 2022
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Better by you, better than me, chatgpt3 as writing assistance in students essays
Zeljana Basic, Ana Banovac, Ivana Kruzic, and Ivan Jerkovic. 2023 · 2023
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Can large language models provide feedback to students? a case study on chatgpt
Wei Dai, Jionghao Lin, Flora Jin, Tongguang Li, Yi-Shan Tsai, Dragan Gasevic, and Guanliang Chen. 2023 · 2023
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Using global observation protocols to inform research on teaching effectiveness and school improvement: Strengths and emerging limitations
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Urgency analysis of learners’ comments: An automated intervention priority model for mooc
L. Alrajhi, A. Alamri, F. D. Pereira, and A. I. Cristea. 2021 · 2021
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Automated feedback is nice and human presence makes it better: Teachers’ perceptions of feedback by means of an e-portfolio enhanced with learning analytics
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The NCTE Transcripts: A dataset of elementary math classroom transcripts
Dorottya Demszky and Heather Hill. 2022 · 2022
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Promoting rich discussions in mathematics classrooms: Using personalized, automated feedback to support reflection and instructional change
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Teaching language models to support answers with verified quotes
Jacob Menick, Maja Trebacz, Vladimir Mikulik, John Aslanides, Francis Song, Martin Chadwick, Mia Glaese, Susannah Young, Lucy Campbell-Gillingham, Geoffrey Irving, et al. 2022 · 2022
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M-Powering Teachers: Natural language processing powered feedback improves 1:1 instruction and student outcomes
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Chatgpt outperforms crowd-workers for text-annotation tasks
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Annollm: Making large language models to be better crowdsourced annotators
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Survey of hallucination in natural language generation
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ChatGPT Used by Teachers More Than Students, New Survey from Walton Family Foundation Finds
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