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| Arredondo, Daisy E. | 3 |
| Rucinski, Terrance T. | 2 |
| Fueyo, Judith A. | 1 |
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Peer reviewedArredondo, Daisy E.; Rucinski, Terrance T. – Journal of Curriculum and Supervision, 1998
Examined effects of structured interactions in conferences and journals on the cognitive complexity of adult educators. Subjects were 11 graduate students enrolled in an educational leadership class (mentors), paired with 11 colleagues selected from student work sites (mentees). Final journal entries revealed evidence of movement toward the upper…
Descriptors: Adult Learning, Cognitive Development, Dialog Journals, Educational Administration
Peer reviewedArredondo, Daisy E.; Fueyo, Judith A. – Teaching Education, 1994
Two college professors used peer observation to learn specific instructional techniques and content from each other's classrooms. Pre- and postobservation conferences, surveys of colleagues and other colleges and universities about peer observation and coaching, and reflective journals indicated the experience required great trust but was well…
Descriptors: Classroom Observation Techniques, College Faculty, College Instruction, Collegiality
Download full textArredondo, Daisy E.; Rucinski, Terrance T. – 1994
This 2-year study looked at the effects of incorporating reflective journals within a workshop approach into graduate and undergraduate education courses. The workshop approach involves four key components: (1) reflective journals, (2) individual student-professor conferences, (3) structured small group discussions of project progress with peers,…
Descriptors: College Instruction, Discussion (Teaching Technique), Education Courses, Educational Methods
