Peer Observation Research Articles

The Development of the Protocol for Advancing Inclusive Teaching Efforts (PAITE)

Inclusive teaching is instruction that fosters a sense of belonging, is equitable for a diverse student body, and shows students that they matter. Inclusivity is associated with positive student outcomes and is critical at institutions of higher education given the diversity of student populations. While there are a number of recommended practices for inclusive teaching, valid and reliable classroom observation tools that provide instructors with formative feedback on their instructional efforts are lacking. This article describes the development of the Protocol for Advancing Inclusive Teaching Efforts (PAITE). The PAITE was developed for formative purposes to provide higher education instructors with formative feedback on observable inclusive teaching practices. The protocol can be used by peer observers, educational developers, student pedagogical partners, and educational researchers in higher education classrooms. We describe the creation of the protocol, how to prepare observers to use it within classrooms, and how instructors can use the feedback to monitor and improve their inclusive teaching approaches.

The Design and Psychometric Properties of a Peer Observation Tool for Use in LMS-Based Classrooms in Medical Sciences

In peer observation of teaching, an experienced colleague in the educational environment of a faculty member observes the educational performance of that faculty member and provides appropriate feedback. The use of peer review as an alternative source of evidence of teaching effectiveness is increasing. However, no research has been done in the field of tool design and development to peer review in classrooms that use a learning management system (LMS). This study used mixed methods. In the qualitative stage, after studying sources and interviewing professors active in virtual education, a question bank was prepared and a 26-item initial questionnaire created. In the quantitative stage, the psychometric properties of the developed instruments, such as the face, content, and structural validity, were examined, and reliability tests were performed. IBM SPSS Statistics (Version 20) was used for analysis. Five categories, including content preparation, content presentation, effective interactions, motivation management, and support services, and 26 subcategories were determined to be effective indicators in peer observation in LMS-based classes in medical sciences. During content analysis, 9 items were removed due to lack of necessary criteria. Then, using principal component analysis and varimax rotation in the present mode )Watkins, 2018), 5 components with eigenvalues ​​higher than 1 were extracted, which explained a total of 70.55% of the total variance. The inter-cluster correlation coefficient (ICC) was 0.88. Thus, the peer observation measurement tool, designed with 17 expressions using the answer method “yes/no”, showed good validity and reliability. The research results demonstrate that the evaluation of virtual classes of professors by their peers is effective and that the results can be used in e-learning promotion plans.

Basic School Integrated Science Teachers’ Pedagogical Content Knowledge and Its Usefulness in Their Lessons Delivery

The study investigated basic school integrated science teachers’ pedagogical content knowledge and its usefulness in their lesson’s delivery. The study was carried out within basic schools in the Kassena Nankana Municipality. Two research questions were formulated for the study. Purposive sampling technique was adopted for the study. 100 integrated science teachers were sampled for the study. Self-developed questionnaire was formulated and used for collecting data from the participants. The reliability of the items was determined using Cronbach alpha coefficient of reliability. The data collected were analysed using descriptive (mean, percentage and standard deviation) and inferential statistics (ANOVA). The results of the study proved that integrated science teachers PCK play a very significant role in their lessons delivery. The results of the study also indicated that peer observation and mentoring, professional upgrading, observation visits to other schools, individual and collaborative research and workshops are the major key policies capable of improving integrated science teachers PCK. Based on the findings, it was therefore recommended that in-service training should be organised frequently for teachers at the basic level, Ghana Education Service and Ministry of Education should increase the quota for study leave with pay for integrated science teachers at the basic level and newly trained teachers should be given mentorship by experienced teachers.

Hosting collectivity: ‘We’ as a person reference in interactional reflective practice in peer observation sessions

Personal pronouns are a common linguistic element in the construction of teachers’ identities. Teachers often articulate their reflections through a collective personal reference, as it is in the use of the personal pronoun ‘we’, which emerges in the construction of the arguments that are used as the basis for reflective practice. The study presented here examines the use of ‘we’ as a personal pronoun to construct teacher identities in interactional reflective practice in post-observation feedback sessions. More specifically, aim to understand how teachers express their identity as a group through the use of the personal pronoun ‘we’. Findings demonstrate that teachers actively identify with the group to which they belong. The reference to collectivity is established along a continuum that stretches from teachers in general to teachers of the school in question to individual practitioners as teachers of a class group. The article contributes to a better understanding of how teachers’ identity is constructed in peer observation feedback interactions.

A framework to improve quality of hospital-based physiotherapy: a design-based research study

BackgroundA quality framework for hospital-based physiotherapy is lacking. This study aims to design a framework, building on the currently available literature, to improve the quality of hospital-based physiotherapy.MethodsA multidisciplinary panel of six representatives of hospital-based physiotherapy and their key stakeholders (patients, medical specialists, hospital management and professional association) was set up. We used brainwriting to sample ideas and the ‘decision-matrix’ to select the best ideas.ResultsThe first round of brainwriting with an online panel of six experienced participants yielded consensus on seven possible methods for quality improvement of hospital-based physiotherapy [1]: continuing education [2] ,feedback on patient reported experience measures and patient reported outcome measures [3] ,a quality portfolio [4] ,peer observation and feedback [5] ,360 degree feedback [6] ,a management information system, and [7] intervision with intercollegiate evaluation. Placing these methods in a decision matrix against four criteria (measurability, acceptability, impact, accessibility) resulted in a slight preference for a management information system, with almost equal preference for five other methods immediately thereafter. The least preference was given to a 360-degree feedback.ConclusionsIn the design of a framework for improving the quality of hospital-based physiotherapy, all seven suggested methods were perceived as relevant but differed in terms of advantages and disadvantages. This suggests that, within the framework, a mixture of these methods may be desirable to even out respective advantages and disadvantages.

No Consumer Is an Island—Relational Disclosure as a Regulatory Strategy to Advance Consumer Protection Against Microtargeting

Presently, most business-to-consumer interaction uses consumer profiling to elaborate and deliver personalized products and services. It has been observed that these practices can be welfare-enhancing if properly regulated. At the same time, risks related to their abuses are present and significant, and it is no surprise that in recent times, personalization has found itself at the centre of the scholarly and regulatory debate. Within currently existing and forthcoming regulations, a common perspective can be found: given the capacity of microtargeting to potentially undermine consumers’ autonomy, the success of the regulatory intervention depends primarily on people being aware of the personality dimension being targeted. Yet, existing disclosures are based on an individualized format, focusing solely on the relationship between the professional operator and its counterparty; this approach operates in contrast to sociological studies that consider interaction and observation of peers to be essential components of decision making. A consideration of this “relational dimension” of decision making is missing both in consumer protection and in the debate on personalization. This article defends that consumers’ awareness and understanding of personalization and its consequences could be improved significantly if information was to be offered according to a relational format; accordingly, it reports the results of a study conducted in the streaming service market, showing that when information is presented in a relational format, people’s knowledge and awareness about profiling and microtargeting are significantly increased. The article further claims the potential of relational disclosure as a general paradigm for advancing consumer protection.

A Critical Review of "Situated Learning, Reflective Practice and Conceptual Expansion: Effective Peer Observation for Tutor Development"

Researchers and professors across the globe have acknowledged the significance of peer observation in recent decades. In tertiary institutions or universities, peer observation is compulsory for all professional teachers, tutors, even administrative staff. However, the growing importance of peer observation raises questions about whether peer observation is practical enough for improving teachers' teaching quality and helping teachers who work on the front line receive advanced teaching pedagogy from the perspectives of situated learning, reflective practice and conceptual expansion. It is necessary to identify the development and limitations of this teaching practice through journals available through critical review. This essay will be discussed systematically and comprehensively. The peer-reviewed article about effective peer observation will be summarised and evaluated in this essay. This essay will be discussed systematically and comprehensively.

Formación y desarrollo profesional a través del enfoque japonés del lesson study. Principios para su diseño y aplicación

For decades, the literature on training and professional development of health sciences teachers has been calling for innovative practices to improve their pedagogical competencies. In this regard, emphasis is placed on proposals focused on students’ learning, which encourage reflection and collaboration among teachers, and promote a scholarly approach to teaching and learning. In this article, lesson study (LS) is presented as a proposal that responds to these demands and to what is known as Scholarship of teaching and learning. LS is a cyclical process through which a group of teachers collaborate in the design, delivery, observation, and discussion of a lesson which, in parallel, they investigate to improve it. Thus, LS links teachers' professional development with their students’ learning, integrates research and teaching practice, and facilitates self-inspection through peer observation and reflection. This article presents nine principles for implementing LS as a proposal for the training and professional development of health sciences teachers, based both on what the literature suggests and the author’s own practical experience in organizing this type of initiative with teachers in this field.

Kollegiale Hospitation im frühen Deutsch-als-Fremdsprache-Unterricht

The paper presents the Language Input Observation Scheme I (LIOS I). The LIOS I was developed at the University of Bozen-Bolzano during the project “Observation of linguistic input quality in L2 German and L3 English in Italian kindergartens in South Tyrol (Italy)” and is adapted to the South Tyrolean reality of multilingual, inclusive kindergartens. The LIOS I is presented and compared with the Input Quality Observation Scheme (IQOS, Weitz 2015) on which it was based. Afterwards the corresponding verbal descriptors are explained, which were elaborated in accordance with the Common European Framework of Reference (CEFR). Keywords: language input, peer observation, German-as-a-foreign-language, early second language acquisition, observation sheet

Kollegiale Hospitation im frühen Deutsch-als-Fremdsprache-Unterricht

The paper presents the Language Input Observation Scheme I (LIOS I). The LIOS I was developed at the University of Bozen-Bolzano during the project “Observation of linguistic input quality in L2 German and L3 English in Italian kindergartens in South Tyrol (Italy)” and is adapted to the South Tyrolean reality of multilingual, inclusive kindergartens. The LIOS I is presented and compared with the Input Quality Observation Scheme (IQOS, Weitz 2015) on which it was based. Afterwards the corresponding verbal descriptors are explained, which were elaborated in accordance with the Common European Framework of Reference (CEFR). Keywords: language input, peer observation, German-as-a-foreign-language, early second language acquisition, observation sheet

TA peer observation as "just part of the job" - impacts on confidence, community and mindset in both novice and veteran TAs

TA peer observation as "just part of the job" - impacts on confidence, community and mindset in both novice and veteran TAs

Developing the Teaching Skills of Part-Time Dental Educators

Background: Well-conducted peer observation of teaching (POT) can be an effective tool in enhancing teaching quality and educator development in healthcare teaching including dentistry. Experience suggests that its effectiveness depends on the environment in which it is undertaken. A previous study investigated engagement with POT by a dental school faculty in the UK and identified barriers to its routine use for educator development. These barriers are particularly problematic for part-time educators who play an increasingly significant, but frequently underestimated role, in undergraduate dental teaching, complementing the teaching of full-time clinical academics. Owing to the part-time nature of their roles, opportunities for their teaching development are limited. This can lead to dissatisfaction and a lack of fulfillment, and ultimately their loss from teaching faculty. Aims: This study explores POT’s utility for the development of part-time dental educators’ (PTDEs). Specifically it (i) audited their engagement with POT, (ii) reviewed the design(s) employed, (iii) assessed participant’s perceived value of it and (iv) explored methods to maximize its utility for their teaching development. Method: Teaching roles and experience, current engagement and experience of POT of part-time educators employed in a UK dental school were explored using a mixed methodology survey. Free-text responses were subjected to thematic analysis and emerging themes were subsequently explored iteratively by undertaking observations of seven part-time educators in various dental teaching environments. A developmental POT approach was used to assess utility. Results: Of 44 surveys distributed, 27 (61%) completed surveys were returned. 24 (89%) respondents reported that POT was of some or high value and resulted in enhanced teaching quality. Respondents experienced difficulties undertaking POT annually with only 14 (52%) achieving this. Observer choice emerged as fundamental to its utility. Additionally, the study identified a number of barriers to its effective use.

Peer Observation of Teaching in EFL Classrooms in Saudi Universities: Challenges and Applications

Peer Observation of Teaching in EFL Classrooms in Saudi Universities: Challenges and Applications

A Model for Peer Observations of Teaching Practice and a Proposal for Implementation at Otago Polytechnic

A Model for Peer Observations of Teaching Practice and a Proposal for Implementation at Otago Polytechnic

Entrepreneurial leadership development in teams: A conceptual model

Entrepreneurial leadership is an emerging paradigm of enquiry that has gained increased attention in research and practice in recent times. However, due to lack of conceptual clarity and theoretical foundations, various dimensions of entrepreneurial leadership competencies and their development specifically in group contexts lack theoretical and conceptual underpinning. This research seeks to narrow this gap by outlining a conceptual framework for team-based entrepreneurial leadership learning and development. According to the proposed model, developing entrepreneurial leadership skills is a dynamic and complex social process. Entrepreneurial leaders can gain knowledge and skills by participating in a variety of team-based learning activities, including peer observations, group-based experiential learning, self-regulated learning and team learning.

Usage and Impact of Teachers Self-Assessment Practices on Teaching of Upper Basic Social Studies in Kwara State

Background: Self-assessment is a mechanism that enables teachers to reflect how their own work meets the goals. It is set for teaching concepts and enhancing effective teaching and learning. The objectives of this study are to investigate prevalent patterns of self-assessment practices, extent of using as well as the impacts of self-assessment practices on teaching Social Studies. Contribution: This study investigates impact of teachers’ self-assessment practices on teaching of upper basic Social Studies. Method: Through simple random sampling technique, 600 upper basic Social Studies teachers were selected. A questionnaire is used for data collection. Percentage and mean ranking were used to analyze the collected data. Results: The findings of the study show that peer observation, testing the flexibility of teaching style and activity reports are prevalent patterns of self-assessment practices and frequently used. The practices have impacts on teaching of upper basic Social Studies in schools. Conclusion: it is recommended that teachers should constantly self-assess their teaching processes to recognize and improve on the progress teaching in the classrooms.

Teacher Collaboration and Instruction for Social-Emotional Learning: A Correlational Study

Teacher collaboration and social-emotional learning (SEL) are extant school improvement strategies intended to have a positive effect on student learning outcomes. The purpose of this quantitative, ex post facto study was to examine possible correlations between degree of teacher collaboration and use of instructional practices that support student SEL among lower secondary teachers (grades 7-9) in the United States (Leonard, 2021). Correlational analyses were conducted using a secondary dataset of the 2018 Teaching and Learning International Survey (TALIS) sponsored by the Office of Economic Cooperation and Development (OECD, 2018). Results showed strong, statistically significant relationships between frequency of teacher engagement in higher-intensity “student-facing” collaborative actions such as peer observation, and the enactment of instructional approaches that contribute to student SEL, such as helping students believe they can do well in school and having them work in groups to come up with a joint solution to a problem. Implications for research and for the advancement of teacher collaboration and SEL in P12 schools are discussed.

P100Stigma and social norms as drivers of partner support during pregnancy decision making: Results of a focus group study among cisgender men

<h3>Objectives</h3> Though many pregnant people desire partner support around pregnancy decision making, the potential of positive social norms to promote supportive partner behavior has been minimally explored. This focus group discussion study explored attitudes around pregnancy decision making among cisgender men. <h3>Methods</h3> We conducted four FGDs with men aged 18–34 (n=27) who identified as being currently partnered with a cisgender woman, who were recruited via online platforms in four US cities: Atlanta, Boston, Chicago, and Los Angeles. Participants were diverse in racial and religious identification (27% White, 41% Christian), and most were highly educated (64% had a four-year degree). Discussion topics included masculinity, fatherhood, and reproductive health decision making; personal and anecdotal experiences with pregnancy or abortion; and experiences sharing and seeking advice on these topics from other men. FGDs were transcribed and analyzed using a thematic analysis approach involving inductive and deductive coding. <h3>Results</h3> While most participants endorsed a belief that men should support a partner through an unanticipated pregnancy, they differed on whether support should solely involve offering to parent, or support for whatever pregnancy outcome their partner chooses, potentially including abortion. Beliefs were complicated by abortion stigma, religious identity, and men's reactions to perceived stereotypes of themselves based on race, ethnicity, or age. Positive social norms were bolstered by media representation, conversations with friends and family, and observation of peers. <h3>Conclusions</h3> Social norms may influence the way cisgender men frame their understanding of partner support during unintended pregnancy. Peer interactions, mentorship by role models, and media representation may be viable routes to promote social norms favoring supportive behaviors.

Effects of a model for multidisciplinary peer observation of teaching in teacher professional development and in nurturing a reflective school

ABSTRACT Peer observation of teaching has for long been defended as a valuable device of professional and institutional development in higher education, but is almost unexplored at primary- and secondary-level schools. This paper introduces a model for multidisciplinary peer observation of teaching that has been developed and implemented in a professional development programme in two Portuguese school clusters of basic and secondary education in collaboration with its teachers. After four years of developing the programme in these school clusters, a case study was conducted through a qualitative analysis of observation guides completed throughout the years (N = 563) to identify perceived effects of participating in the programme for both teacher professional development and reflective practices. The programme emerged as a powerful initiative to foster teacher collaboration, innovation, and reflection for improving practices. Implications related to current national curriculum and educational policies are discussed.

Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development

AbstractThe growing use of peer observation in teacher professional development has created an interest in understanding how it is carried out and what the benefits are. Post-observation feedback is a crucial component of peer observation practices. This study seeks to contribute to a better understanding of peer observation feedback in foreign language teacher’s professional development. Adopting a conversation analysis perspective, we aim to establish how the interactional infrastructure is developed between observers and observees after a negative assessment during peer observation feedback. The results show that, when the observer is assessing a specific teaching action negatively and the observee expresses alignment with the observer’s position, the observer adopts an affiliative stance through the use of his/her epistemic expertise in two ways: either putting his/her self in the shoes of the observee or, in other cases, expressing the affiliative stance by appealing to the epistemic community to which they both belong.