Peer Review of Learning and Teaching in Higher Education Internation
Incorporating both theoretical and practical perspectives, this volume of papers explores varied aspects of peer review of teaching in higher education. The section on theory features contributions from academics based in Europe, North America and Austral
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Professional Learning and Development in Schools and Higher Education Series Editors Christopher Day Judyth Sachs
Professional Learning and Development in Schools and Higher Education disseminates original, research informed writing on the connections between teacher learning and professionalism in schools and higher education. Global in their coverage, the texts deal with the problems and practices of the field in different national and international cultural, policy and practice contexts. The methodology employed encompasses a broad spectrum of conceptual, theoretical, philosophical and empirical research activities. The series explicitly encompasses both the fields of schools and higher education. The subject areas covered by the series are: professional learning in schools; contexts for professional learning; professional learning in higher education; change; the (new) meanings of professionalism in schools and higher education; training and development in schools and higher education; the ‘well-being’ agenda in schools and higher education; autonomy, compliance and effectiveness in schools and higher education; principal leadership in schools and higher education; middle-level leadership in schools and higher education.
For further volumes: http://www.springer.com/series/7908
Judyth Sachs • Mitch Parsell Editors
Peer Review of Learning and Teaching in Higher Education International Perspectives
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Editors Judyth Sachs Macquarie University Sydney New South Wales Australia
Mitch Parsell Faculty of Human Sciences Macquarie University Sydney New South Wales Australia
Support for the production of this publication has been provided by the Australian Government Office for Learning and Teaching. The views expressed in this publication do not necessarily reflect the views of the Australian Government Office for Learning and Teaching.
ISBN 978-94-007-7638-8 ISBN 978-94-007-7639-5 (eBook) DOI 10.1007/978-94-007-7639-5 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2013951529 © Springer Science+Business Media Dordrecht 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may b
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