|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910807237403321 |
|
|
Autore |
Allen Dwight William |
|
|
Titolo |
Collaborative peer coaching that improves instruction : the 2+2 performance appraisal model / / Dwight W. Allen, Alyce C. LeBlanc |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Thousand Oaks, Calif., : Corwin Press, c2005 |
|
|
|
|
|
|
|
ISBN |
|
1-4833-5162-9 |
1-4522-1311-9 |
1-4416-5357-0 |
|
|
|
|
|
|
|
|
Edizione |
[1st ed.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (136 p.) |
|
|
|
|
|
|
Collana |
|
|
|
|
|
|
Altri autori (Persone) |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Mentoring in education |
Peer review |
Teaching teams |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
|
|
|
|
|
Nota di contenuto |
|
The performance appraisal paradox -- The fine art of feedback : an interlude -- What is 2+2 anyway? -- The feedback dilemma -- The 2+2 pilot -- 2+2 takes shape -- 2+2 : a matter of leadership -- 2+2 takes off -- Beyond the 2+2 basics : a second interlude -- Institutionalizing 2+2. |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
Based on frequent, mutual feedback from peers, students and administrators, the 2+2 method increases meaningful contact and collaboration between teachers. It also allows for administrator participation in a less threatening context than the traditional performance appraisal, greatly reducing teachers′ levels of anxiety and self-doubt, which in turn leads to increased job-satisfaction. |
|
|
|
|
|
|
|