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dc.contributor.authorMaeda, Masakoen_US
dc.contributor.authorSechtem, Phillip R.en_US
dc.contributor.authorScudder, Rosalind Regieren_US
dc.date.accessioned2009-11-19T21:47:55Z
dc.date.available2009-11-19T21:47:55Z
dc.date.issued2009-05-01en_US
dc.identifier.citationMaeda, Masako, Sechtem, Phillip R. and Rosalind Scudder(2009). Peer Reviews of Teaching: Are They Useful?. In Proceedings: 5th Annual Symposium: Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University, p. 136-137en_US
dc.identifier.urihttp://hdl.handle.net/10057/2271
dc.descriptionPaper presented to the 5th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, May 1, 2009.en_US
dc.descriptionResearch submitted at the Department of Communication Sciences and Disorders, College of Health Professionsen_US
dc.description.abstractPeer reviews of teachers are formal evaluations of faculty members performed by colleagues and peers in their college or university for promotion, tenure, and salary adjustment purposes. They are also used for development and improvement of teaching methods, techniques, and styles. However, little is known about their authenticity, practicality, and usefulness. This study aimed to learn more about methods and uses of information from peer reviews of teaching in Communication Sciences and Disorders programs. A national survey of 115 participants from 85 programs demonstrated that peer reviews were used in many programs with mostly positive results with varied use, format, and conduct of the reviews. Peer review results were meaningful to almost 80% of the respondents.en_US
dc.format.extent111545 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen_US
dc.publisherWichita State University. Graduate Schoolen_US
dc.relation.ispartofseriesGRASPen_US
dc.relation.ispartofseriesv.5en_US
dc.titlePeer review of teachers: are they useful?en_US
dc.typeConference paperen_US


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