Search results for: Learning
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This article reviews the corpus of research on feedback, with a focus on formative feedback—defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning. According to researchers, formative feedback should be nonevaluative, supportive, timely, and specific.
Updated: Apr. 07, 2008
The authors describe an evolving theoretical framework that has been called one of the best kept secrets of academia: cultural-historical activity theory, the result of proposals Lev Vygotsky first articulated but that his students and followers substantially developed to constitute much expanded forms in its second and third generations.
Updated: Jan. 15, 2008
Typical university-wide course evaluations do not provide instructors with sufficient information on the effectiveness of their courses. This article describes a course assessment and enhancement model where student feedback can be used to improve courses and/or programs. The model employs an assessment tool that measures student perceptions of importance and their current competence in course-specific learning objectives both pre- and post-course.
Updated: Jan. 14, 2008
Researching class in the classroom: addressing the social class attainment gap in Initial Teacher Education
Student teachers explored their understanding of social class and underachievement, in this article which examined the issue of the social class attainment gap in education. The data collected revealed silence and resistance surrounding social class in educational contexts, and social class and underachievement were considered overlapping concepts by teachers' perceptions. The study aimed at preparing teachers to recognize and address barriers to education faced by underachieving working class pupils.
Updated: Dec. 25, 2007