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 Australia. It provides a number of models demonstrating ways in which collegial peer commentary can enhance the quality of learning and teaching. The chapters examine in detail the importance of communication and leadership, and deploy evidence from one-on-one interviews that evince the value of considering collegiality, emotions, attitudes, and spaces in peer review. The analysis shows how these factors are central to the ways in which lecturers and teachers communicate with each other to create constructive opportunities for learning.

1. Introduction: The Place of Peer Review in Learning and Teaching.- PART 1: Theory.- 2. Collaborative Peer-Supported Review of Teaching.- 3. A Practical Model for Conducting Helpful Peer Review of Teaching.- 4. Leadership: A Cultural Perspective on Review as Quality Assurance versus Quality Enhancement.- 5. Climates of Communication: Collegiality, Affect, Spaces and Attitudes in Peer Review.- 6. Six Questions.- PART 2: Practice.- 7. Peer Review as Quality Assurance.- 8. Peer Review for Distance Educators: Two Case Studies.- 9. Peer Review in a Foundations in Learning and Teaching Program.- 10. Peer Review of Teaching at the University of Nebraska-Lincoln.- 11. Implementing Departmental Peer Observation of Teaching in Universities.- PART 3: Conclusion.- 12. Was Moses peer reviewed? The Ten Commandments of Peer Observation of Teaching.- 13. International Perspectives on Peer Review as Quality Enhancement.