Date of Award


Document Type


Degree Name

Specialist in Education (Ed.S.)


Educational Leadership


The relationship between peer observation and instructional improvement was investigated. Fifteen middle level teachers from a variety of disciplines participated in the study. Teachers were taped and assessed prior to the study as well as afterward. Teachers also responded to a questionnaire to determine their perceptions of the practicality and usefulness of peer observation. Participants were divided into two groups: an experimental group of eight teachers (four teams of two) and a control group of seven teachers. All fifteen teachers participated in a training review of instructional techniques. In addition those teachers in the experimental group attended three training sessions where they (1) learned the rationale behind peer coaching and a brief historical perspective; (2) were shown how to preconference, take notes, collect and label data, and plan the final conference; and (3) practiced taking notes and labelling. Each member of the experimental group participated in two rotations of peer observation. Analysis of data collected indicated that teachers who participated in peer observation seemed more successful in improving their instructional technique.


A Field Project Presented to the Department of Educational Administration and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Specialist in Education University of Nebraska at Omaha. Copyright Linda Gentleman Boyer January, 1993