Abstract
Classroom Observation very successfully adds to the literature within the area of educational practice. The importance of its contribution is in part due to both its holistic and critical view of classroom observation. One of the central theses of the book is a sustained argument that a performative, if not surveillance, led approach to classroom observation has become central to the English education system. Having made this case, however, Matt O’Leary then goes on to present a number of alternatives that argue for a wider view of classroom observation as a useful professional development method. This makes this publication an important addition to the academic literature as it debates these alternative views of observation in a well evidenced and objective manner.
The book is split into three main parts. The first part situates observation within a theoretical framework, drawing in some detail on the work of Michel Foucault and notions of (self-)surveillance leading to consideration of observation as part of a wider managerialist approach to education. This theoretical foundation then expands into a more explicit consideration of observation in relation to government policy over the past 20 to 30 years. This section is of particular importance for those in management and leadership positions as it frames a critical view of the context that surrounds classroom observation. The second part of the book discusses different approaches to classroom observation, presenting the processes involved as a spectrum rather than a simplistic dichotomy of either performance or development based observation. Within this section space is given over to the impacts the approaches developed by Ofsted have had on classroom observations and the author draws very well upon his own empirical research on this topic within the further education sector. The final section, and the one that will hopefully prove of most practical use to both practitioners and leaders within schools, is focused upon how classroom observation can be used to aid and promote teacher learning and development. Several different approaches to formative classroom observation are included, for example recent developments such as Lesson Study. This publication therefore adds greatly to the literature in the area and should offer leadership teams the confidence to move beyond performative styles of classroom observation by outlining new approaches to teacher development in this area.
The strengths of this publication are many, but in particular the author’s continued research in this area not only allows for a critical and synthetic use of pre-existing publications, but also embeds empirical research which adds weight to some of the arguments made. It is also the case that drawing on research evidence and consideration across the sector allows for a more holistic view of observation, particularly in emphasizing trends in the further education sector, which is often forgotten in much mainstream research.
The one issue that still remains relatively under-researched within the context of classroom observation is an explicit consideration of the problems which exist in ‘observing’ learning. With any process as complex and multifaceted as learning, any single technique will only ever be able to give partial evidence of what has been learned within a classroom; there is the suspicion that learning is often only measured by proxy through consideration of the work of the teacher. It would have been interesting to have gained an insight into how developmental approaches to classroom observation might begin to answer this problem. However, this is only a minor point and should not distract from an excellent publication.
This is an extremely well written and researched publication relying on an obviously extensive understanding of prior research and sustained empirical endeavour by the author. It adds hugely to the literature on observation that is a surprisingly under-researched field, blending theoretical, policy and practice perspectives extremely well. It is a publication that should be an essential read for anyone who is interested in researching classrooms, and more importantly by both classroom teachers and leadership teams alike.