Peer supervision : an analysis

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Engel, Stanley A
University of Lethbridge. Faculty of Education
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Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1990
Peer supervision and peer evaluation are interchangeable terms in the literature on teacher supervision and evaluation. This creative project addresses the issues of peer supervision and peer evaluation through extensive reviews in both areas. Chapter one provides an introduction to the project. Chapter two is a literature review on peer supervision including: (a) definitions of peer supervision, (b) reasons for peer supervision, (c) barriers to peer supervision, (d) limitations of peer supervision, (e) benefits of the peer process, and (D major research in the area. Chapter three reviews the literature on peer evaluation. The chapter contains the (a) purpose of evaluation, (b) reasons for peer evaluation, (c) current state of evaluations, (d) problems of peer evaluation, (e) conditions necessary for peer evaluations, (D benefits of peer evaluation, (g) major studies, and (h) major models of peer evaluation. Chapter four provides an analysis of a peer supervision dyad. The analysis provided is based upon the Horizontal Evaluation Model and current related literature. The final chapter investigates the perceptions of teachers involved in peer supervision at the Conrich Elementary School, Calgary, Alberta. A questionnaire was administered to determine how the teachers perceived peer supervision in terms of barriers, limitations and major benefits of the peer process. The findings are analyzed and discussed using insights garnered from the literature reviews. A major reference list is included, as well, the questionnaire is appended.
viii, 124 leaves ; 29 cm.
Peer review -- Case studies , Elementary school teachers -- Alberta -- Case studies , School supervision -- Alberta -- Case studies