First Advisor

Michael E. Carl

Date of Publication


Document Type


Degree Name

Doctor of Education (Ed. D.) in Educational Administration and Supervision


Educational Leadership and Policy




Observation (Educational method), High school teachers -- In-service training, Video tapes in education



Physical Description

3, ix, 181 leaves 28 cm.


This two-year case study investigated the effects of a peer observation process in a high school on the six selected areas listed below. Peer observation is a process to improve instruction by having teachers observe and critique other teacher's videotapes of classroom teaching. 1. Changes in norms and expectations for sharing instructional ideas among teachers. 2. The perceived value of self-evaluation of videotapes and related peer discussions about teaching. 3. The perceived value of peer feedback exchanges for instructional improvement. 4. The use of other teachers as models for effective teaching. 5. The perceived value of peer exchanges in stimulating a desire to improve. 6. The effect of peer interaction on the school climate for teacher improvement. The case study design was effective for investigating subjects in their natural setting which was a faculty of approximately 65 veteran teachers who had participated in one or more activities of the peer observation process. Research methods included the use of multiple sources of data from observations, questionnaires, surveys, peer discussion reports, and interviews. Lines of inquiry were triangulated across methods to strengthen the results and to search for divergent findings. Descriptive analyses were used to present and discuss the findings. Seventy-three percent of the staff participated the first year, 43% participated in the second year. Results from the findings indicated that peer observation had the following effects in this setting: 1. Standards of behavior among teachers changed from closed to open after experience with the process. Teachers exchanged ideas on teaching beyond that requested and in situations outside the process activities. 2. Videotape replay of classroom teaching and peer group discussions were perceived as valuable for both observed and observing teachers. 3. Teachers preferred feedback from peers because of the varied ideas from credible sources, the time to exchange teaching strategies, and the nonthreatening environment. 4. Teachers used other teachers as models for generating effective methods for immediate classroom use. S. Teachers perceived exchanges to have stimulated a desire to improve on three levels; awareness, effort, and implementation. 6. A climate for instructional improvement evolved where teachers perceived a need to share information and generate ideas in a non-threatening manner. The peer observation process was found to be an effective program for teacher improvement of instruction in this setting.


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