Peer Review of Learning and Teaching in Higher Education
Incorporating both theoretical and practical perspectives, this volume of papers explores varied aspects of peer review of teaching in higher education. The section on theory features contributions from academics based in Europe, North America and Australia. It provides a number of models demonstrating ways in which collegial peer commentary can enhance the quality of learning and teaching. The chapters examine in detail the importance of communication and leadership, and deploy evidence from one-on-one interviews that evince the value of considering collegiality, emotions, attitudes, and spaces in peer review. The analysis shows how these factors are central to the ways in which lecturers and teachers communicate with each other to create constructive opportunities for learning.
The chapters on practical considerations detail the peer review process and include case studies from institutions in Africa, Europe, North America and Australia, which focus on different areas of the topic, including peer review as a quality assurance mechanism, peer review in distance education, peer review in foundation courses, and peer review embedded within a department and across a university. The book ends with an international perspective on the role of peer review in ensuring a holistic approach to quality enhancement in learning and teaching.
1. Introduction: The Place of Peer Review in Learning and Teaching.- PART 1: Theory.- 2. Collaborative Peer-Supported Review of Teaching.- 3. A Practical Model for Conducting Helpful Peer Review of Teaching.- 4. Leadership: A Cultural Perspective on Review as Quality Assurance versus Quality Enhancement.- 5. Climates of Communication: Collegiality, Affect, Spaces and Attitudes in Peer Review.- 6. Six Questions.- PART 2: Practice.- 7. Peer Review as Quality Assurance.- 8. Peer Review for Distance Educators: Two Case Studies.- 9. Peer Review in a Foundations in Learning and Teaching Program.- 10. Peer Review of Teaching at the University of Nebraska-Lincoln.- 11. Implementing Departmental Peer Observation of Teaching in Universities.- PART 3: Conclusion.- 12. Was Moses peer reviewed? The Ten Commandments of Peer Observation of Teaching.- 13. International Perspectives on Peer Review as Quality Enhancement.
| Erscheint lt. Verlag | 5.11.2013 |
|---|---|
| Reihe/Serie | Professional Learning and Development in Schools and Higher Eduction ; 9 |
| Zusatzinfo | 6 Illustrations, color; XVII, 219 p. 6 illus. in color. |
| Verlagsort | Dordrecht |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie | |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| Schlagworte | Authority and power relationships • Collaborative review • Collegiality in peer review • Communication in peer review • David Gosling • Departmental peer observation • Developmental model of peer observation and review • Embedding peer review of learning and teaching • External peer observation and review • Internal peer observation and review • Interpersonal relations in peer review • Intrapersonal leadership development • Leadership in peer review • Maureen Bell • Models of peer review in higher education • Online peer observation • Peer enhancement • Peer evaluation in teaching • Peer observation of teaching • Peer review guides and forms • Peer review in higher education teaching • Peer review in universities • Peer-review-model • Peer review of learning and teaching • Peer-supported review of teaching • Peer-to-peer interactions • Power relations in peer review • Process of peer review • Quality enhancement of learning and teaching • Self-assessment and self-monitoring • Value of peer review |
| ISBN-10 | 94-007-7638-1 / 9400776381 |
| ISBN-13 | 978-94-007-7638-8 / 9789400776388 |
| Zustand | Neuware |
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