摘要：This study investigated the effects on teacher perceptions of frequent, brief classroom observations in Christian schools. Teachers (N=111) responded to 13 belief and value statements prior to and after the term during which administrators conducted weekly, brief, unannounced observations in their classes. Teachers reported significant positive change regarding (a) analyzing reasons for selecting methods to assess learning, (b) being encouraged after class observations, and (c) being encouraged after receiving feedback related to the observations.
