Literaturnachweis - Detailanzeige
| Autor/inn/en | Smith, Neil Stephenson; Acheson, Keith A. |
|---|---|
| Institution | Oregon School Study Council, Eugene. |
| Titel | Peer Consultation: An Analysis of Several Types of Programs. |
| Quelle | 34 (1991) 6, (37 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Collegiality; Elementary Secondary Education; Organizational Development; Peer Counseling; Program Implementation; Teacher Effectiveness; Teaching Models |
| Abstract | The term "peer consultation," like the term "teaching," encompasses many methods and strategies. Some confusion about peer consultation (often called "peer coaching") stems from lack of understanding about how these procedures use peers (fellow teachers) as observers, mentors, coaches, or collaborators. To dispel educators' confusion, this bulletin offers a comparison of several different peer consultation types. Chapter 1 describes major distinctions among four main types of peer activities: (1) peer coaching with focus on either teaching principles or teaching effectiveness; (2) peer coaching with focus on teaching models; (3) peer consultation with focus on either instructional fine-tuning and reflection or reflective practice and innovation; and (4) peer consultation with focus on organization development. Chapters 2 through 5 examine each type in more detail, using one or more examples of existing programs, such as Madeline Hunter's Instructional Theory into Practice, Carol Cummings's Teacher Effectiveness Training, Bruce Joyce and Marsha Weil's Models of Teaching, and the Program for Quality Teaching in British Columbia. Descriptions cover these programs' purposes, procedures, and research-based outcomes. All the programs analyzed have merit and require substantial staff development investments to succeed. (29 references) (MLH) |
| Anmerkungen | Publication Sales, Oregon School Study Council, University of Oregon, 1787 Agate Street, Eugene, OR 97403 ($6.00 prepaid; $2.00 postage and handling on billed orders). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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