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ERIC Number: EJ898408
Record Type: Journal
Publication Date: 2010
Pages: 6
Abstractor: ERIC
Reference Count: 13
ISSN: ISSN-0022-8958
Peer Feedback: The Who, What, When, Where, Why, and How
Wilkins, Elizabeth A.; Shin, Eui-Kyung
Kappa Delta Pi Record, v46 n3 p112-117 Spr 2010
The use of data-driven practices to improve classroom instruction and student learning is part of the climate of public education accountability today. Response to Intervention (RtI), Positive Behavioral Interventions and Supports (PBIS), and the use of reading assessments are examples of current initiatives that require teachers to collect and use data to make decisions to improve classroom instruction and learning. Public schools are making concerted efforts to make professional development opportunities available for classroom teachers so they can learn how to use and implement data-driven practices effectively. The use of peer feedback is one form of professional development that can be practical and effective in helping both preservice and in-service teachers better understand data-driven practices and their impact on student performance and classroom instruction. The purpose of this article is to describe peer feedback, how it was implemented, outcomes experienced by preservice teachers, benefits of using peer feedback, and successful application tips for using peer feedback as a form of professional development with preservice and in-service teachers. (Contains 1 figure and 1 table.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A