Literaturnachweis - Detailanzeige
| Autor/inn/en | Servilio, Kathryn L.; Hollingshead, Aleksandra; Hott, Brittany L. |
|---|---|
| Titel | Partnerships Enhancing Practice: A Preliminary Model of Technology-Based Peer-to-Peer Evaluations of Teaching in Higher Education |
| Quelle | In: Journal of Special Education Technology, 32 (2017) 1, S.23-35 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/0162643416681161 |
| Schlagwörter | Partnerships in Education; Peer Evaluation; Higher Education; College Faculty; Teacher Evaluation; Formative Evaluation; Summative Evaluation; Semi Structured Interviews; Case Studies; Special Education; Evidence Based Practice; Mentors; Observation; Feedback (Response); Special Education Teachers; Teacher Education; Teaching Methods; Research Projects; Idaho; Illinois; Massachusetts; New Mexico; Pennsylvania; Virginia Hochschulpartnerschaft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Teacher appraisal; Lehrerbeurteilung; Case study; Fallstudie; Case Study; Special needs education; Sonderpädagogik; Sonderschulwesen; Beobachtung; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Forschungsvorhaben; Master-Studiengang |
| Abstract | In higher education, current teaching evaluation models typically involve senior faculty evaluating junior faculty. However, there is evidence that peer-to-peer junior faculty observations and feedback may be just as effective. This descriptive case study utilized an inductive analysis to examine experiences of six special education early career faculty, from different institutions, using the partnerships that enhance practice (PEP) model for technology-based observations of teaching in higher education. PEP paired early career faculty into dyads. Each participant served as a provider and a recipient of feedback on teaching. The data were derived from semistructured interviews with each dyad and additional information was obtained from four instruments that facilitated peer-to-peer observations. Findings suggest this technology-based model has the potential to improve teaching skills and serve as a tool for developing professional partnerships among special education early career faculty across institutions. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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