Search results for: Feedback
Page 6/9 84 items
The current research aims to add to the body of knowledge about different types of feedback. This paper reports the investigation of different types of automated model-based feedback. The study examined three forms of model-based feedback using different methods-concept mapping and written text-for presenting the solution of a task to be solved. Seventy-four students from a German university participated in this experimental study and were randomly assigned to one of the three experimental groups: (a) cutaway feedback, (b) discrepancy feedback, and (c) expert feedback.
Updated: Mar. 13, 2012
Reflective Practice in an Online Literacy Course: Lessons Learned from Attempts to Fuse Reading and Science Instruction
The researchers were interested in a prospective science teacher’s reflections on the feedback she received from the course instructors. Furthermore, the researchers were interested to examine how her struggle to make sense of an online content literacy course caused the researchers to reflect on several contradictory discourses in the online course that needed addressing before offering it in subsequent semesters. Implications derived from the study’s findings for literacy educators point to the value of collaborating with colleagues in schools of teacher education who have expertise in teaching their specific discipline’s content.
Updated: Oct. 10, 2011
An Investigation of the Nature of Feedback Given to Pre‐service English Teachers during their Practice Teaching Experience
This study explores how university supervisors and cooperating teachers approach giving feedback during the practice teaching experience to pre‐service English language teachers. The study also examines the nature of feedback they give through post‐lesson conferences and written evaluations.
Updated: Jul. 26, 2011
Effects of Communities of Reflecting Peers on Student-teacher Development - including in-depth Case Studies
The current study on reflection and peer feedback is part of an ongoing action research addressing the design and pedagogical model of a theoretically oriented teacher training course. The course comprised face-to-face lessons followed by written reflections of the student-teachers concerning their learning experiences. These reflections were presented for peer feedback - thereby initiating a community of reflecting peers and were additionally subjected to instructor feedback. This article may encourage teacher educators and student-teachers themselves to incorporate co-reflecting in their course planning and community planning.
Updated: Jul. 05, 2011
Reliability of Pre-service Physical Education Teachers' Coding of Teaching Videos Using Studiocode Analysis Software
The current study investigates the coding reliability and accuracy of pre-service teachers in a teaching methods class using digital video-based teaching episodes and Studiocode analysis software. Implications include (a) students can reliably learn to self-code within a reasonably short period of time making these technologies manageable in teaching methods courses and (b) digital video analysis may provide additional, accurate and reliable sources of feedback beyond traditional evaluative techniques.
Updated: Jun. 13, 2011
The current study explored the perceptions of classroom response systems, or “clickers,” by teacher-candidates of diverse ages and both genders. 63 teacher education students participated in the study. The results suggested that teacher candidates of all ages and both genders responded overwhelmingly positive to clickers in the university classroom. For males and female teacher education students of all ages, clickers improve interaction with peers and the instructor.
Updated: May. 30, 2011
This article describes an experimental study showed that a video feedback intervention improved the interaction skills of early childhood education and care teachers. The teachers who had received the Video Interaction Guidance training appeared more stimulating in their behavior. These teachers were also more sensitive and more verbally stimulating than teachers from the control group.
Updated: Apr. 26, 2011
This article presents case study research which explored the use of school performance feedback and its’ perceived effects. The findings show that all schools used the feedback in writing school improvement plans. However, it was found that the extent of genuine school improvement varied across schools as did the perceived effects of the use of performance feedback.
Updated: Apr. 04, 2011
This article is a critical retrospective account of the decisions made by a team of evaluators contracted to assess a week-long leadership program for high school youth. The program planners all sought to prepare community youth leaders to foster the freedom of religion, but they varied in how they believed this ought to be achieved. The ethical dilemmas discussed in the article focus on the authors' choices of engagement or non-engagement as they strove to understand different stakeholders' perspectives, while also witnessing events that challenged their own perspectives of the program.
Updated: Mar. 01, 2011
Mentorship of Graduate Teaching Assistants: Effects on Instruction and a Space for Preparing to Teach Adults
The current study examines the author's work with four graduate Teaching Assistants (TAs) as they joined her to teach a graduate course at San Francisco State University. The author sought the Teaching Assistants' perspective on how to improve instruction in a course students consistently described as highly rigorous. To understand how she provided mentorship, the author looks at the work she and the TAs did together to plan and teach the course and at the TAs' response to this work. The findings demonstrate that students still found course demands to be quite high.
Updated: Feb. 13, 2011