Search results for: Feedback
Page 3/10 91 items
This paper presents findings from a study in which the author served as an expert coach and provided ongoing support to four elementary school teachers related to employing standards-based pedagogies in their mathematics classrooms. In addition to assisting teachers, the author examined which supports they sought and the impact of them on mathematics instruction.
Updated: Jul. 03, 2016
Providing Written Feedback on Students’ Mathematical Arguments: Proof Validations of Prospective Secondary Mathematics Teachers
Prior research has demonstrated several weaknesses teachers have with respect to proof validation, but little research has investigated instructional sequences aimed to improve this skill. In this paper, the authors present the results from the implementation of such an instructional sequence. The results provide insight into the errors to which prospective secondary mathematics teachers (PSMTs) attend when validating mathematical arguments. In particular, PSMTs’ written feedback indicated that they were aware of the limitations of inductive argumentation
Updated: Mar. 29, 2016
Using Improvement Science to Better Support Beginning Teachers: The Case of the Building a Teaching Effectiveness Network
This paper analyzes how Effectiveness Network (BTEN) schools supported new teacher development using a standard feedback process and improvement science methods. The findings reveal that BTEN participants almost universally reported the use of the feedback process as strengthening relationships between administrators and teachers by opening up communication and making new teachers more visible and vocal in the schools. In addition, administrators also described the consistency and inclusiveness of BTEN as important to improving relationships and developing teachers’ expertise.
Updated: Jan. 10, 2016
Questioning to Scaffold: An Exploration of Questions in Pre-service Teacher Training Feedback Sessions
This study explored trainer questioning strategies which aimed to scaffold development and learning in teacher training feedback sessions. Findings include a categorisation of different question types which seemed to prompt reflection and construction of knowledge. The data also suggest that trainees need varying levels of support through different question types to better scaffold their understanding of teaching.
Updated: Dec. 22, 2015
This study will evaluate the engagement of students with the virtual learning environment (VLE) enhancements. The purpose of this evaluation is to relate a specific virtual framework, designed for students participating on biology modules contained in the Science Extended Degree (SED) course, with levels of student engagement. The results indicate that a substantial proportion of students completed all of these assessments, and this appears to be directly linked to attainment of higher grades. The findings reveal that the VLE model described here seems to be of major benefit to students as a learning tool. The findings were positive showing that time spent on the test was decreased as the course progressed and there was a positive attitude swing towards learning shown by the students.
Updated: Oct. 27, 2015
This pilot study successfully demonstrated the efficiency, feasibility, and acceptability of a school-based Multicomponent training (MCT) strategy in the training of four teachers of students with severe disabilities in the use of simultaneous prompting (SP). The MCT strategy utilized demonstrated the efficacy of a research-based performance feedback process.
Updated: Jun. 14, 2015
This article examines the way the teacher candidates used their understandings of their roles and relationships to construct instances of success. These participants had the same content major, took the same teaching coursework, and had the same programmatic expectations for student teaching. Both deemed their student teaching internship as a successful learning experience, and they received a passing grade. However, the two teacher candidates differed in the ways which they made meaning of everyday events and relationships. One of the participants defined success through the feedback from her cooperating teachers and university supervisors, whereas the other participant drew upon her own internal beliefs.
Updated: Mar. 19, 2015
This study identifies the influential variables for professional development as a teacher evaluation outcome from a teachers’ perspective. The findings reveal that the effect of the evaluation system on professional development is limited. The effects teachers perceive from the evaluation system on their professional development may be related to different characteristics of the evaluation system. The results of this study show that limited teaching experience, useful feedback and a positive attitude of the principal are the most important characteristics of the evaluation system. These characteristics are positively related to outcomes of the teacher evaluation system on professional development.
Updated: Feb. 09, 2015
Feedback Consistencies and Inconsistencies: Eight Mentors’ Observations on One Preservice Teacher’s Lesson
The purpose of this case study was to examine the providing oral feedback in a simulated mentor–mentee discussion. Findings showed that mentors’ feedback was variable in both their positive feedback and constructive criticisms and, in one case, the feedback was contrasting in nature.
Updated: Jan. 15, 2015
Promoting Deep Learning in a Teacher Education Programme through Self- and Peer-Assessment and Feedback
The current study examined the impact of a deeper approach to learning on pre-service teachers’ critical thinking and metacognitive skills. The study also examined the impact on student learning outcomes within a project based module with a significant design element. The findings reveal that the quality of students’ reflections through peer feedback and overall satisfaction with the module remained high despite students’ citing a preference for instructor feedback.
Updated: Jan. 11, 2015