Faculty Perceptions of Peer Observation in University Teaching

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Material Information

Title:
Faculty Perceptions of Peer Observation in University Teaching
Physical Description:
1 online resource (91 p.)
Language:
english
Creator:
Roberts, Kellie W
Publisher:
University of Florida
Place of Publication:
Gainesville, Fla.
Publication Date:

Thesis/Dissertation Information

Degree:
Doctorate ( Ed.D.)
Degree Grantor:
University of Florida
Degree Disciplines:
Higher Education Administration, Human Development and Organizational Studies in Education
Committee Chair:
BEHAR-HORENSTEIN,LINDA SUSAN
Committee Co-Chair:
SANDEEN,CARL A
Committee Members:
SHEHAN,CONSTANCE L
MATHENY,ALBERT R,III

Subjects

Subjects / Keywords:
assessment -- college -- formative -- observation -- peer -- teaching
Human Development and Organizational Studies in Education -- Dissertations, Academic -- UF
Genre:
Higher Education Administration thesis, Ed.D.
bibliography   ( marcgt )
theses   ( marcgt )
government publication (state, provincial, terriorial, dependent)   ( marcgt )
born-digital   ( sobekcm )
Electronic Thesis or Dissertation

Notes

Abstract:
Greater accountability for quality in U.S. institutions of higher education has placed a higher demand on measuring teaching effectiveness. College faculty have expressed concerns over the use of student evaluation and peer observation methods employed for teaching assessment. This study explores faculty's perceptions of the use of Peer Observation of Teaching.  Specifically, the purpose of this qualitative study is to describe the perceived benefits of the process of Peer Observation of Teaching for untenured faculty members employed at a research-intensive university. Charmaz’s (2006) approach to Grounded Theory is used to examine data collected from 21 faculty interviews focused on participants' perceptions of the benefits, purpose and process of Peer Observation of Teaching as well as how the observer and departmental guidelines  potentially impact the process. Using the constant comparative method, interview transcriptions were initially coded using gerunds to stay as close to the participants’ experiences and while noting action in their stories. Focused coding allowed for coalescing categories. Eight themes emerged from the data including the purpose, process, concerns, observer, teacher training, alternatives, guidelines, and the participants’ desire for feedback on their teaching. Participants described Peer Observation of Teaching as a formative approach to teaching assessment though they felt their academic units used these observation reports in a summative manner. Participants discussed their concerns associated with peer observation processes including how observers were chosen as well as how the process would be performed. Additionally, they expressed their frustration with the lack of available guidelines. However, all participants reported a desire for peer observation because they believed that as a formative process, it held the potential for them to improve their teaching. Participants stressed the value for Peer Observation of Teaching as a formative process to enhance their understanding of their own teaching strengths and weaknesses.
General Note:
In the series University of Florida Digital Collections.
General Note:
Includes vita.
Bibliography:
Includes bibliographical references.
Source of Description:
Description based on online resource; title from PDF title page.
Source of Description:
This bibliographic record is available under the Creative Commons CC0 public domain dedication. The University of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.
Statement of Responsibility:
by Kellie W Roberts.
Thesis:
Thesis (Ed.D.)--University of Florida, 2013.
Local:
Adviser: BEHAR-HORENSTEIN,LINDA SUSAN.
Local:
Co-adviser: SANDEEN,CARL A.
Electronic Access:
RESTRICTED TO UF STUDENTS, STAFF, FACULTY, AND ON-CAMPUS USE UNTIL 2015-12-31

Record Information

Source Institution:
UFRGP
Rights Management:
Applicable rights reserved.
Classification:
lcc - LD1780 2013
System ID:
UFE0046236:00001