This comprehensive Research Handbook offers cutting-edge insights into classroom observation systems for teacher evaluation and professional development, with an emphasis on both applied and discovery-oriented inquiry. Providing a synthesis of research on classroom observation, from the process-product era of the 1970s to today’s automated systems, an international array of expert authors examine the history, key themes, and movements within classroom observation research. They detail disciplinary perspectives and approaches, address core methodological questions and review the role of classroom observation in teacher evaluation, as well as educational policy and practice. Chapters illustrate new frontiers in classroom observation, including technology-enabled methods such as the use of artificial intelligence to support dialogic teaching and provide performance feedback for teachers. The Research Handbook presents a pluralistic vision of classroom observation and its purpose, with
