Torres, Ana Cristina, et al. “What Catches the Eye in Class Observation? Observers’ Perspectives in a Multidisciplinary Peer Observation of Teaching Program.” Teaching in Higher Education, vol. 22, no. 7, Oct. 2017, pp. 822–838. EBSCOhost, doi:10.1080/13562517.2017.1301907.
Abstract: Peer Observation of Teaching has raised a lot of interest as a device for quality enhancement of teaching. While much research has focused on its models, implementation schemes and feedback to the observed, little attention has been paid to what the observer actually sees and can learn from the observation. A multidisciplinary peer observation of teaching program is described, and its data is used to identify the pedagogical aspects to which lecturers pay more attention to when observing classes. The discussion addresses the valuable learning opportunities for observers provided by this program, as well as its usefulness in disseminating, sharing and clarifying quality teaching practices. The need for further research concerning teacher-student relationships and students’ engagement is also suggested. [ABSTRACT FROM AUTHOR]
Carter, Vicki K. “Five Steps to Becoming a Better Peer Reviewer.” College Teaching, vol. 56, no. 2, Spring 2008, pp. 85–88. EBSCOhost, doi:10.3200/CTCH.56.2.85-88.
Abstract: Higher education faculty's teaching-related activities are often evaluated either for summative (personnel/tenure decisions) or formative (developmental) purposes. Although many faculty members feel they benefit from thoughtful attention to their teaching, other faculty find the peer-review process intimidating, meaningless, or both. The author presents five useful ways for peer reviewers to enrich the peer-review process for their colleagues [ABSTRACT FROM AUTHOR]