Improving Instructional Practice through Peer Observation and Feedback

Autor/inn/en	Ridge, Brady L.; Lavigne, Alyson L.
Titel	Improving Instructional Practice through Peer Observation and Feedback
Quelle	In: Education Policy Analysis Archives, 28 (2020) 61, (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Instructional Improvement; Peer Evaluation; Observation; Feedback (Response); Educational Research; Teacher Evaluation; Time Management; Barriers; Coaching (Performance); Professional Development; Teacher Effectiveness; Foreign Countries; Elementary Secondary Education; Higher Education; Teacher Collaboration; Teaching Conditions + Suchen Sie Ihr Suchwort? Unterrichtsqualität; Beobachtung; Bildungsforschung; Pädagogische Forschung; Teacher appraisal; Lehrerbeurteilung; Zeitmanagement; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerkooperation; Lehrbedingungen; Unterrichtsbedingungen
Abstract	The Every Student Succeeds Act provides an opportunity for policymakers and researchers to revisit what is known about effective teacher evaluation practices to make better informed decisions moving forward. Principals--responsible for implementing new teacher evaluation reforms and accommodating the demands to spend more time observing and providing feedback to teachers--are overworked. They have little time to provide high-quality feedback, and may lack important content-based expertise. With these considerations in mind, we explore the role of peer observation and feedback as a vehicle to move beyond high-stakes evaluation and re-center efforts on instructional improvement. Our systematic review of extant literature (n = 38 documents, 92% peer-reviewed empirical articles) indicates that peer observation and feedback is a promising practice for instructional improvement, but one that lacks sufficient evidence. Policy, thus, can encourage innovation and research around this practice so that peer observation and feedback models can be piloted and the most effective established, as well as strategies to tackle the biggest barriers schools, particularly U.S. schools face in implementing such a practice--time. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01