Search results for: Feedback
Page 9/10 91 items
The study compared learning for fifth grade students in two math homework conditions. The paper-and-pencil condition represented traditional homework, with review of problems in class the following day. The Web-based homework condition provided immediate feedback in the form of hints on demand and step-by-step scaffolding. The authors analyzed the results for students who completed both the paper-and-pencil and the Web-based conditions.
Updated: May. 21, 2009
Can You Hear Me Now? Evaluation of an Online Wireless Technology to Provide Real-Time Feedback to Special Education Teachers-In-Training
In this study, the authors investigate whether an advanced online technology can be used to give teacher trainees real-time feedback on their use of research-based classroom practices. Participants include 15 teachers (2 men and 13 women) enrolled in a field-based graduate special education teacher preparation program. Overall, trainees view the advanced online technology as a powerful tool for improving the teaching and learning process but report the need for patience and perseverance in both the teachers and the supervisor, as well as teachers' need for constant reassurance.
Updated: May. 13, 2009
Exploring A Triad Model of Student Teaching: Pre-service Teacher and Cooperating Teacher Perceptions
In the student teaching triad model adopted in this study, pairs of pre-service teachers worked collaboratively with cooperating teachers during a 12-week field experience. The main objectives of the study were: 1. to document the benefits and challenges for pre-service teachers and cooperating teachers who participate in a triad model; 2. to describe the co-teaching models that would emerge during this experience.
Updated: Mar. 30, 2009
This article focuses on the use of online interactive peer feedback in higher education and identifies the successful uptake of feedback as an important aspect. The authors investigate the link between the nature of students’ feedback, the way it is evaluated by the receiver, and its consecutive use for the revision of students’ products. Two separate studies were conducted to investigate the link between these three variables across different educational contexts and tools. Both studies showed a significant relationship between feedback containing concrete suggestions and a successful uptake of the feedback.
Updated: Dec. 07, 2008
What can they say about my teaching? Teacher educators' attitudes to standardised student evaluation of teaching
The article explores attitudes towards to standardized student feedback on the quality of the teaching in a teacher education college in Israel. The article describes the way teacher educators perceive student relating to the feedback the extent to which feedback is used for professional growth. Finding indicate that differences were found between the analyses of the quantitative and qualitative data. Teacher educators were much more critical when expressing their attitudes freely.
Updated: Sep. 11, 2008
This study focuses on teachers’ perceptions of a Dutch innovative learning environment called the “Second Phase”, as well as their desires and their dissatisfaction /satisfaction with this environment. The results show that teachers are reserved about student autonomy and productive learning.
Updated: Jun. 26, 2008
Engaging in a self-study is a multi-faceted activity that involves not only autobiography and theory, but also students and colleagues. Learning from and with colleagues can take many forms. This article discusses the authors' experience with reciprocal classroom observation in a teacher education context. Peer observation supported our learning about our own teaching by providing suggestions for change and mutual reassurance.
Updated: Jun. 10, 2008
Communicating Feedback in Teaching Practice Supervision in a Learning-Oriented Field Experience Assessment Framework
The communication of feedback in post-observation conferences is the topic of this article. 32 pairs of mentors and participants of in-service teacher education programs participated, and interviews were analyzed. Findings revealed four major themes, related to distribution of content; communicating learning-oriented assessments; learner participation in judging performance and learner participation in target setting.
Updated: May. 18, 2008
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
Survey data from 222 student teachers at a small, liberal arts college were used to address the following three questions: Do university supervisors add value to the student teaching experience? Do student teachers distinguish between the roles played by supervisors and those played by cooperating teachers? How do student teachers characterise good supervision?
Updated: Jan. 26, 2008