Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Dr. Amy L. Baylor, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Sept. 21, 2005). Document formatted into pages; contains x, 150 pages. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 1994. / Title from title page screen, viewed March 22, 2006. Dissertation Committee: Edward R. Hines (chair), Joseph J. Goleash, Douglas H. Lamb, John R. McCarthy, Anita H. Webb-Lupo. Includes bibliographical references (leaves 154-165) and abstract. Also available in print.

Thesis (Ph. D.)--Dept. of Psychology, Concordia University, 1996. / "May 1996." Includes bibliographical references (leaves 178-188). Available also on the Internet.

The research investigate the African Peer Review Mechanism (APRM) from a leadership and governance perspective in the African public services. The research was initiated with a historiography to map out efforts that were made to unify the continent against slavery and colonialism, which were primary factors responsible for Africa’s underdevelopment and poverty. National, regional and sub regional organisations have been formed to forge collective action against colonisation and the marginalisation of the continent. Each of the organisations, indicating their achievements and challenges has been discussed in this research. The research has revealed that there was a common denominator in most organisations, which revolved around creating a better continent for the African people and to restore their dignity as a people. The need for unity in Africa has received more attention, especially when Organisation of African Unity (OAU) was transformed into the African Union (AU), which focuses on development, democratic rule and good governance to tackle poverty, marginalisation and underdevelopment in the continent. What is evident in this research is the fact that African leaders are now seeking African solutions to the problems that have plagued the continent for decades. African leaders recognise that transplanted policies and initiatives are responsible for Africa’s dependency syndrome and marginalisation in the development process. The research has pointed out that Africans should lead the process of African development because they are the custodians of the needs of their citizens. In order to satisfy and provide essential services and goods to their citizens African leaders should exercise effective and responsible leadership, and good governance principles in order to implement policies that would create a better life for all on the continent. In order to ensure that African public services implement appropriate policies, a monitoring mechanism has been instituted, the African Peer Review Mechanism (APRM) through which countries are evaluated and assessed on compliance with good governance and development objectives to provide essential goods and services to the African people. The New Economic Partnership for Africa’s Development (NEPAD) as the vehicle of the AU has set out development objectives and priorities, which should be implemented by national, regional, and sub-regional organisations, therefore countries would be monitored to ensure that they comply with the aims and mandate of the AU. Effective leadership and good governance would ensure cost effective delivery of services and the provision of goods by public services. African leaders want to create genuine partnership with their citizens and international communities to ensure that poverty is eradicated and the needs of Africans are satisfied. Africa requires strong and effective leaders who identify and work for their people at all costs through proper utilisation and management of public resources for the benefit of all. Recommendations have been made for consideration by African leaders in their endeavour to create a better life for the African people based on effective leadership, the rule of law and good governance. Africans know what is best for them and therefore they should engage in collective action to achieve the African Development Goals. / Thesis (PhD (Public Affairs))--University of Pretoria, 2007. / School of Public Management and Administration (SPMA) / unrestricted

Peer feedback and its role for students’ language learning receive considerable interest in thefield of English as a foreign language. A related area of interest is the ways in which teachersare trained in their use of peer feedback and its integration into their classroom practice. Yet,research on the ways in which English language textbooks include opportunities for andinstructions in peer feedback are sparse. Given the importance of textbooks in EFLclassrooms as one of the primary sources of L2 input, the aims of this study are to investigate:1) Whether commonly used textbooks for teaching English in Swedish upper-secondaryschools recommend or integrate peer feedback, and what a) the frequency, and b) type ofthese recommendations and exercises are. 2) How the recommendations and exercises alignwith a) recommendations and best practices as identified in the literature, and b) the nationalcurriculum and the syllabus for English 7.To answer these questions, we analyze one of the most commonly used textbooks for teachingEnglish 7 in Swedish upper-secondary schools, Blueprint C Version 2.0. The findings showonly two instances in the book where the use of peer feedback is promoted as a valuablestrategy for improving the quality of students’ productions. It also shows that the bookcontains a total of 52 writing and speaking exercises, out of which 30 include the use of peerfeedback that, to some extent, aligns with best practice recommendations. As for thealignment with the curriculum and syllabus, the identified recommendations and support forthe use of peer feedback, as well as the peer feedback exercises, are shown to specificallymeet one of the goals of the national curriculum and three of the bullet points listed in thecore content in the syllabus for English 7.

The self-correcting nature of psychological and educational science has been seriously questioned. Recent special issues of Perspectives on Psychological Science and Psychology of Aesthetics, Creativity, and the Arts have roundly condemned current organizational models of research and dissemination and have criticized the perverse incentive structure that tempts researchers into generating and publishing false positive findings. At the same time, replications are rarely attempted, allowing untruths to persist in the literature unchallenged. In this article, the editors of the Journal of Advanced Academics consider this situation and announce new policies for quantitative submissions. They are (a) an explicit call for replication studies; (b) new instructions directing reviewers to base their evaluation of a study’s merit on the quality of the research design, execution, and written description, rather than on the statistical significance of its results; and (c) an invitation to omit statistical hypothesis tests in favor of reporting effect sizes and their confidence limits.

No description available.

No description available.

In order to enhance the effective use of peer review, I have developed materials to assist teachers in compliance with the standards for Masters' projects enacted by the Department of Linguistics and English Language. Published literature shows that as peer review grows in popularity in both L1 and L2 English writing classes, many researchers and teachers are trying to increase its effectiveness. In some cases it is very effective, while in others it is marginally effective. This has led researchers to ask why. The difference between helpful and less helpful peer review seems to be in the preparation. In studies where students were specifically and extensively prepared to do peer review, the benefits to the students, the class, and the effect on the revision process were significant. This indicates that peer review can be an effective tool when students are adequately prepared for the task. After synthesizing research, I determined that there are eight basic, useable concepts that need to be accomplished when preparing students for peer review; they are: 1. Knowing each other 2. Knowing what to look for 3. Knowing why to give advice 4. Know how to give advice 5. Knowing how to use advice 6. Practicing peer review 7. Following up weekly 8. Reviewing at midsemester I developed a curriculum component addressing these eight concepts that augments theory with application, such as materials and lesson plans, and implemented and tested them at the English Language Center at Brigham Young University in Provo, Utah. Based on feedback from the teachers involved in the pilot study, I determined that preparing students for peer review has a positive effect on the students, their writing, and on the class as a whole Furthermore, the most important outcome of the pilot studies was the fact that students prefer reader response peer review activities rather than criterion critique.

Evaluating the quality of teaching in higher education institutions frequently relies on student ratings, which are popular and efficient, but biased and ineffective. Peer review of teaching warrants investigation for its usefulness in the tenure and promotion process within higher education institutions. A peer review of teaching study also has potential benefits for other instructors who seek to improve their teaching. This mixed methods study evaluates a proposed approach to peer review that is being considered for adoption across all colleges at Brigham Young University. This proposed approach includes peer observations and a submission of a professional teaching portfolio designed to follow the current research of best teaching practices and sustain ethical and professional standards. Data were gathered from 107 participants in treatment and control groups in the form of pre- and post-surveys and focus group interviews. A 2x2 Split Plot ANOVA was used to analyze continuous variables to determine interaction and main effects between groups (pre/post x experimental/control groups). We used a constant comparative method to identify themes in focus group responses, using open, axial, and selective coding of participants' focus group interviews (Glaser & Strauss, 1967). Global themes identified were the positive and negative impacts of the peer review of teaching process. Most of the positive impact themes were gathered from those who had participated as peer reviewers, whereas much of the negative impact themes were gathered from those who had experienced a peer review of their teaching. Significant interaction effects between the assignment of treatment and time provide corroborating evidence for the themes identified. The results from this study provide better understanding of the peer review of teaching process that can ultimately lead to better evaluation practices as well as improved teaching and learning for higher education institutions.