Search results for: Feedback
Page 8/10 91 items
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
This article investigates how the use of Pupil Views Templates (PVTs) supports teachers' professional learning. This article reports on a three-year collaborative practitioner enquiry project involving more than 30 primary and secondary schools in England. Links between the tools used, the source of the feedback, and teachers' learning are mapped from a 'second order perspective' derived from the diverse data sources.
Updated: Jan. 31, 2010
This study examined cyberbullying in three distinct phases to facilitate a multifaceted understanding of cyberbullying. The phases included (a) a quantitative survey, (b) a qualitative focus group, and (c) development of educational scenarios/simulations. In all three phases, adolescent reactions to cyberbullying were examined and reported to raise awareness and to educate others about cyberbullying.
Updated: Jan. 12, 2010
The purpose of this study is to determine whether 'following recommendations' as a result of an AfL (to teach) is influenced differentially by a performance perspective as compared to a learning perspective on assessment by the assessor. The study was conducted in The Netherlands within one large institute of primary teacher education with 163 student teachers in the first year of their four-year programme of practice teaching. Findings of this study show that both assessment orientations are ill-related to acceptance of feedback and a subsequent following of recommendations.
Updated: Dec. 02, 2009
Articulation and Re-Articulation: Development of A Model for Providing Quality Feedback to Pre-Service Teachers on Practicum
This article describes a model developed after conducting an action research study requiring critical reflection on the practice of giving feedback to student teachers on professional teaching practice. The article sets in place a useful framework that simplifies the different stages of the feedback process.
Updated: Jun. 01, 2009