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1.
ABSTRACT

Peer review has been the focus of an ongoing study at a series of recent annual conferences of the Australasian Association for Engineering Education (AAEE). A further development of this study has been to explore the perspective/s of the authors of these conference papers and the impact that peer review can have on their development as researchers. This paper uses the identity-trajectory framework to illustrate relationships between peer review and academic identity construction for engineering education authors in the AAEE community. Participants’ responses illustrate how various aspects of responding to reviews and writing reviews for other authors, contribute to the development of the networking and intellectual strands of their academic identity as engineering education researchers. We suggest that members of the global engineering education community should be mindful of how they write their peer reviews of conference papers to ensure the opportunity to constructively contribute to their peers’ successful transition into this different research paradigm is not missed.  相似文献   

2.
Abstract

The use of peers in the evaluation of teaching is part of a larger trend in postsecondary education toward a more systematic assessment of classroom performance. Many scholars believe that certain aspects of teaching can be assessed only by classroom observation. This study examines the use that peer reviewers make of teaching products, especially peer observation reports, during the promotion and tenure review process. Results indicate that peer observation reports are seen as an important component in evaluating teaching effectiveness, though perhaps not the best indicator of effective teaching. Despite flaws in peer observation instruments, the results from classroom observation are seen as valid and are used in deliberations about faculty teaching performance.  相似文献   

3.
Although peer review is a widely-used pedagogical technique, its value depends upon the quality of the reviews that students produce, and much research remains to be done to systematically study the nature, causes, and consequences of variation in peer review quality. We propose a new framework that conceptualizes five larger dimensions of peer review quality and then present a study that investigated three specific peer review quality constructs in a large dataset and further explored how these constructs change through different types of self-regulation peer reviewing experiences. Peer review data across multiple assignments were analyzed from 2,092 undergraduate students enrolled in one of three offerings of a biology course at a large public research university in the United States. Peer review quality was measured in terms of comment amount, comment accuracy, and rating accuracy; the measures of reviewing experience focused upon self-regulated learning factors such as practice, feedback, others’ modeling, and relative performance. Meta-correlation (for testing reliability, separability, and stability) and meta-regression (as a time-series analysis for testing the relationship of changes across assignments in reviewing quality with experiences as reviewer and reviewee) are used to establish the robustness of effects and meaningful variation of effects across course offerings and assignments. Results showed that there were three meaningful review quality constructs (i.e., were measured reliably, separable, and semi-stable over time). Further, all three showed changes in response to previous reviewer and reviewee experiences, but only feedback helpfulness, in particular, showed effects of all four examined types of self-regluation experiences (practice, feedback, others’ modeling, and relative performance). The findings suggest that instructors can improve review quality by providing comment prompt scaffolds that lead to longer comments as well as by matching authors with similarly performing reviewers.  相似文献   

4.
ABSTRACT

South Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a model which is able to serve the needs of the quality assurance body and industry and be appropriate to the retail sector occupational qualifications. A qualitative method was used, involving a literature review and secondary data analysis; small focus groups; semi-structured interviews; and follow-up workshops to peer review the findings. The participants included industry experts, education providers and quality assurance experts. Two models were identified and considered, namely: Model A, which involves private businesses that can be accredited to become assessment centres; and Model B, which uses Technical Vocational Education and Training (TVET) colleges for all national assessments. The overall finding was that Model B is more suitable.  相似文献   

5.
In 1993, the Board of Governors of the University of North Carolina at Charlotte enacted a mandate requiring peer evaluation of teaching, including class-room observation, for non-tenured faculty. Participants involved in the AAHE Peer Review Project feared the mandate would taint efforts to introduce faculty to collegial approaches to the peer review of teaching. As reported here, negative fallout from the mandate has been balanced to some degree by the positive effects of having a required evaluation system. Departmental culture shaped peer review activities undertaken in the first year and may have ultimately overshadowed effects of the mandate on the project.Deborah M. Langsam is an Associate Professor of Biology at the University of North Carolina in Charlotte. A mycologist specializing in aquatic fungi, Langsam earned her baccalaureate degree from Brooklyn College, M.A. from the City University of New York, and her Ph.D. in botany from Duke University. She is also a winner of the NCNB Award for Teaching Excellence, serves as the UNCC campus project coordinator for the AAHE Peer Review of Teaching project, and has led numerous workshops on teaching portfolios. Philip L. Dubois is Provost and Vice Chancellor for Academic Affairs at the University of North Carolina at Charlotte. A political scientist, Dubois earned his baccalaureate degree at the University of California at Davis and his M.A. and Ph.D. degrees at the University of Wisconsin, Madison. He assumed his current position at UNCC in 1991, after having served fifteen years in faculty and administrative posts at University of California-Davis.  相似文献   

6.
Abstract

Social development is an important developmental domain for children ages birth through age 8. Increasingly, children with disabilities are included in general education classrooms. Preservice teachers need to develop the knowledge base and decision‐making skills regarding teacher roles and strategies related to peer social competence and inclusion. This paper focuses on how the faculty in the preservice Unified Early Childhood Education PROTEACH program at the University of Florida uses frameworks, including a hierarchy and continuum of interventions for promoting peer social competence, and frameworks for reflective teaching and collaborative teaming.  相似文献   

7.
Abstract

Peer review in the classroom can enhance numerous employability skills such as critical appraisal, writing skills, reflection practices and collaborative experiences. This study takes place over two years and discusses the implementation of a repeating blind peer review cycle across a single semester for final year chemistry students enrolled on a compulsory employability module. The feedback cycle promotes personal reflection through the use of mini-reflective questionnaires. The process was assessed by academic tutors at the resubmission stage and/or the peer feedback stage where the quality of peer feedback was directly assessed. The research investigates the quality of peer feedback, the importance of assessment and student perceptions of what is most useful. Methods include directed content analysis of feedback produced, student opinions and a focus group. Students were capable of offering useable feedback across a range of assessment criteria but tend to focus on the important criteria best aligned to the particular assignment. A range of motivational factors and tactics were noticed but students tended to find reviewing the most beneficial.  相似文献   

8.
ABSTRACT

This study explored the impact of professional development workshops for online course design on faculty’s pedagogical practices in online, face-to-face (f2f), and blended instructional modes. It specifically focused on trainings offered by the Quality Matters (QM) organization on a rubric for assessing quality in online course development. A mixed-methods analysis of survey data collected from 2,148 participants in QM workshops over a three-year period (2012–2015) demonstrated that, across all three teaching modes, participants revised learning objectives, improved course alignment, and paid greater attention to communication with students. Additional benefits from participating in QM training related to specific modalities. Common online and blended impacts included changes in assessment practices as well as in modifying course materials to be more compliant with accessibility standards. In f2f settings, frequent changes involved redesigning learning activities to increase learner-learner interaction.  相似文献   

9.
ABSTRACT

This article describes the development and implementation of a peer advocate program for eating disorders and body image outreach on a college campus. Empirical and conceptual literature on the use of peer educators and peer advocates in college student mental health is reviewed. Peer advocate program mission, history, implementation, and training components are described. Learning outcome assessment findings of peer advocate learning are discussed. A counseling center perspective on benefits, challenges, and limitations of facilitating this peer advocate program is shared.  相似文献   

10.
Objective. The present study investigated whether longitudinal associations between peer-related parenting behaviors (facilitation of peer interactions, social coaching about peer problems) and peer adjustment were moderated by young adolescents’ peer status. Design. Participants included 123 young adolescents (mean age = 12.03 years; 50% boys; 58.5% European American) at Time 1. At Time 1 (summer before the middle school transition), parents reported on their facilitation of peer interaction opportunities and coaching strategies to a hypothetical peer exclusion situation; teachers reported on youth peer acceptance. At Times 1 and 2 (spring after the middle school transition), youth reported on peer adjustment (friendship quality, loneliness, peer victimization). Results. Peer acceptance (pre-middle school transition) moderated prospective associations between peer-related parenting and peer adjustment, yielding two patterns of associations. Parental facilitation predicted better friendship quality and lower levels of loneliness over time among youth with high peer acceptance, but not among youth with low peer acceptance. In contrast, parental social coaching predicted better friendship quality among youth with low peer acceptance, but lower friendship quality among youth with high peer acceptance. Conclusions. Not all forms of positive peer-related parenting are equally beneficial for all youth. Well-accepted youth may have the social opportunities to take advantage of parental facilitation, whereas low-accepted youth may have greater social needs and benefit from support in the form of social coaching. Implications of these findings are discussed in relation to the literatures on peer-related parenting and peer adjustment.  相似文献   

11.
Peer Coaching: Professional Development for Experienced Faculty   总被引：1，自引：0，他引：1  
The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching project, examines peer coaching as a professional development opportunity for experienced faculty that meets many of their immediate needs and offers a variety of longer-term benefits to their institution. Six recommendations for creating a peer coaching program emerge from the literature and the authors’ experience.
Therese HustonEmail:
Therese A. Huston   is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver   is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning.  相似文献   

12.
融合教育中的同伴作用策略   总被引：2，自引：0，他引：2  
同伴作用是融合教育中需要予以特别重视的问题,其决定着融合教育的质量,它可以分担教师的工作压力和拓展融合教育的发展。常用的同伴作用策略有同伴指导、合作学习和反向融合。同伴作用策略的实施应着眼于满足残障儿童的特殊需要,形成系统的计划和关注全体学生的发展。  相似文献   

13.
Abstract

Faculty peer observation has seen increasing uptake in recent years, in some cases as an alternative or supplement to student teaching evaluations. While many universities encourage faculty peer observation, it is not widely used in a formal way for formative assessment. This article outlines the development of a new faculty peer observation protocol designed for formative assessment of evidence-based educational practices. The goal of the protocol is to foster reflective teaching practices. The peer observation protocol has been designed to mitigate common faculty fears of classroom observation, with detailed assessment methods for specific topic areas. Preliminary testing of the protocol at one university indicated positive faculty outcomes with regard to personal reflection: all the faculty who tested the protocol reported that the observation process had been helpful for them to reflect on their teaching.  相似文献   

14.
Abstract

This paper contends that the growth of Quality Management (QM) has been fuelled by the government's concern for greater accountability and the rise in managerialism in higher education institutions. It also notes that some members of the academic community have perceived certain aspects of QM to be a challenge to traditional academic autonomy. The differing QM roles of the Higher Education Funding Council for England and the Higher Education Quality Council are examined and various stakeholders’ initial concerns with early QM structures and systems are explored. Harvey and Green's (1993) typology is used as an analytical framework to uncover the rationale for the blend of QM that is developing. There has been the tendency to utilise more mechanistic systems such as ISO 9000 and Total Quality Management because of the problems of measurement with more qualitative approaches. The paper concludes by warning that there needs to be far greater agreement amongst stakeholders on the nature of quality and the QM structures and systems if the objective of an effective, consumer‐orientated form of higher education is to be achieved.  相似文献   

15.
Abstract

We analysed the editorial process of the four articles authored by junior researchers published in the special issue The peer review process as an opportunity for learning. Our aims were to study the unfolding of the main critiques and suggestions made by reviewers in the different review rounds, as well as to explore how both authors and reviewers experienced and valued the review process. Data sources include all review reports and letters where the authors explained the changes made, and questionnaires completed by all the authors and some reviewers. The most commonly identified critiques in the reports were related to content selection and elaboration (coherence and relevance), the own author’s voice (critical positioning and caution) and attention to the reader (precision and consistency in terms and concepts, methodological clarity, writing style, legibility and formal adequacy). All four authors stated that being part of this process was rewarding and educational, highlighting the development of academic writing skills. Some reviewers emphasized the importance of reading other reviewers’ reports. We conclude by emphasizing the importance of providing junior researchers with resources that support them in communicating their research to the academic community.  相似文献   

16.
Student interviews: A vital role in the scholarship of teaching   总被引：1，自引：0，他引：1  
Participation in a national study, sponsored by the American Association of Higher Education, on the use of Peer Review of Teaching Effectiveness, allowed us to engage in several nontraditional methods of peer collaboration. The method having the greatest value for us involved a faculty peer interviewing the students in another faculty member's classes. Through these student interviews, we obtained in-sights into how to enhance the learning environment created inside and outside the classroom. In this article, we present a summary of how we conducted student interviews, why such interactions with students are worthwhile, and what the implications of these interviews are.Jere W. Morehead received his Juris Doctorate from the University of Georgia in 1980. After serving as an Assistant United States Attorney for six years, Professor Morehead returned to the University of Georgia's Terry College of Business as a faculty member. Professor Morehead has been an active member in the Academy of Legal Services in Business. Currently, he serves as Senior Articles Editor of theAmerican Business Law Journal. Throughout his academic career, Professor Morehead has been recognized for his excellence in teaching. He is a coauthor ofThe Legal and Regulatory Environment of Business, the leading textbook in his field, and he has received a University teaching award. During the past two years, he has been an active participant in the AAHE's national project on the peer review of teaching. Peter J. Shedd earned both an undergraduate B.B.A. and a Juris Doctorate from the University of Georgia. After graduating from law school, he clerked for Anthony Alaimo, who was then the Chief Judge of the United States District Court for the Southern District of Georgia. In 1978, Professor Shedd returned to the University of Georgia as a faculty member where he is currently a Professor of Legal Studies in the Terry College of Business. In recognition for outstanding teaching, he was one of the recipients of the Meigs Award last year and was named the Georgia Professor of the Year in 1993 by the Council for the Advancement and Support of Education. Professor Shedd has served as the Associate Dean of the College of Business, as Executive Assistant to the University President, and been active in numerous University committees. In 1994, Professor Shedd was elected to the Executive Committee of the Academy of Legal Studies in Business. A certified mediator and arbitrator, Professor Shedd is a member of the State Bar of Georgia and the American Arbitration Association.  相似文献   

17.
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18.
Peer review feedback, developed to assist students with increasing the quality of group reports and developing peer review skills, was added to a master’s level Climate Change Policy and Planning unit. A pre- and post-survey was conducted to determine whether students found the process a valuable learning opportunity: 87% of students responding to the post-review survey indicated they saw benefit in both developing and receiving peer review feedback. Peer review design minimising the potential for plagiarism resulted in low levels of student concern surrounding plagiarism. Marks allocated by students were valid (consistent with the lecturer) and were generally reliable; however, distribution of marks had a higher variance where group report quality was low. Training on completing the peer review template could result in more reliable feedback. Consistent with the literature, the feedback developed during the peer review process focused on style and presentation preferentially to content. Seven out of eight group reports improved between report submissions, with all groups responding to peer review feedback. Peer review feedback and changes made to group reports indicated students had limited capacity to judge the quality of referencing and critical analysis.  相似文献   

19.
Abstract

Teacher education faculty members, state certification officers, and NCATE staff share what they have learned from their NCATE‐state joint review and accreditation visits. Dilemmas concerning the joint review are addressed and include (a) proactive versus reactive measures for institutions of higher education and state affiliations of the American Association of Colleges for Teacher Education, (b) issues of partnership versus separateness, and (c) process versus product frameworks in planning and documenting growth. Conceptual and practical suggestions are offered for working collaboratively to develop high quality teacher education programs and successful joint review and accreditation visits.  相似文献   

20.
提高科技期刊专家审稿质量的途径   总被引：1，自引：0，他引：1  
为了使专家审稿的过程更加快速有效,从审稿专家的选取、审稿方式和方法的选择、审稿过程的控制等方面对提高科技期刊专家审稿质量的途径进行了分析,只有在正确的审稿专家选择原则的指导下,采用正确的审稿方式和方法,并对审稿过程进行合理的控制,才能使审稿专家对刊物有更加深入的了解,从而更加准确地把握稿件的学术质量。  相似文献   

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