Search results for: Feedback
Page 7/9 85 items
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
The purpose of this study was to investigate the effects of PORT, an intervention comprising explicit training and performance feedback for teachers on implementation of three critical classroom management skills: presentation of prompts, OTRs, and specific praise. The results indicate that there was not a functional relationship between explicit training and teachers' demonstration of classroom management skills; however, introducing performance feedback following training was functionally related to an increase in the level, trend, or stability of teachers' use of each skill.
Updated: Jan. 23, 2011
This article presents the experiences of a Latina professor and a gay, Latino university student in a writing project for an elementary reading credential course. The project focuses on the student's negotiation of sexual identity in writing. The findings suggest that the power behind the written text can be transformational and healing. The act of writing, the environment, and the instructor contributed to the documented works of survival, hardships, strength, and love.
Updated: Jan. 23, 2011
Enhancing Mentoring of Teacher Candidates Through Consultative Feedback and Self-Evaluation of Instructional Delivery
The purpose of this study was to evaluate a supplemental method of providing supervisory feedback to teacher candidates in an attempt to improve instructional efficacy. A single-case, multiple-baseline, across-participants design was used to evaluate lesson components, rate of praise statements, and rate of opportunities to respond included by teacher candidates in their teaching. Consultation was effective in increasing the number of lesson components and amount of behavior-specific praise delivered during instruction for all participants.
Updated: Jan. 02, 2011
Beginning Teacher Success: An Investigation into the Feedback from Mentors of Formal Mentoring Programs
Teacher mentors of first-year teachers provided insight into those practices they viewed as essential for their success in the mentoring role. Specifically, they were queried about teacher involvement/support, staff development, administrative support and resource materials. Almost all of the mentor teachers believed a teacher mentoring program that had well-defined goals was necessary for retaining beginning teachers.
Updated: Oct. 19, 2010
Preparing Future Principals: Facilitating the Development of a Mentoring Mindset through Graduate Coursework
The author developed graduate course content that taught students the knowledge, skills and dispositions of protégéship in a principal preparation program, encouraging them to develop a mentoring mindset. The author required students to approach individuals to formally mentor them. Student responses to this assignment indicated their acknowledgement of mentoring needs, awareness of the need for preparation and recognition of the benefits of seeking a mentor. This research contributes to the thin region of literature on protégé preparation for mentoring.
Updated: Oct. 17, 2010
Stimulating Teachers' Reflection and Feedback Asking: An Interplay of Self-Efficacy, Learning Goal Orientation, and Transformational Leadership
The purpose of the study was to investigate how teachers' reflection and feedback asking can be explained by occupational self-efficacy, learning goal orientation and transformational leadership. Data were collected from a survey completed by 456 teachers from a Dutch College for Vocational Education and Training. The findings show that occupational self-efficacy and learning goal orientation are positively related to reflection and feedback asking.
Updated: Sep. 05, 2010
A central component in pre-service teacher training is teaching practice and feedback. In some cases, feedback results in disquiet and tension . Many researchers attribute this tension to the incompatibility of the assessment and development roles that the trainer must perform. However, this research suggests that tension may also be rooted in a difference in expectation amongst trainers and trainees about the purpose and performance of feedback.
Updated: Aug. 03, 2010
Peer Feedback in an Undergraduate Programme: Using Action Research to Overcome Students' Reluctance to Criticise
Within an undergraduate programme, a four-year action research project implemented, evaluated and refined a regime of peer assessment focused on generating high-quality peer feedback. Changes in structure and process transformed a system that had initially been characterised by a reluctance to criticise fellow students into one that produced immediate, reflective and useful peer feedback. The two key factors in this transformation appear to be: making peer assessment openly and exclusively formative; and vesting ownership of all data generated by the process in the student being assessed.
Updated: Jun. 29, 2010
Providing Immediate Feedback to Co-Teachers Through Bug-in-Ear Technology: An Effective Method of Peer Coaching in Inclusion Classrooms
Ideally, special education and general education teachers work together in general education classrooms as instructional teams, but a 'one teaching, one assisting' model is often in place with the special education teacher assuming a subordinate role. As such, the authors conducted research to determine whether changes can be made in teacher instruction so that both teachers in a collaborative team are highly engaged in the instructional process during the lesson. The authors used a multiple-baseline, across-participants design to assess the effects of peer coaches' giving immediate corrective feedback via bug-in-ear technology on a specific teaching behavior during instruction.
Updated: Jun. 15, 2010