Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Journal

Edith Cowan University

Curriculum and Instruction

Learning

Publication Year

Articles 1 - 2 of 2

Full-Text Articles in Education

A Matrix Of Feedback For Learning, Cam Brooks, Annemaree Carroll, Robyn M. Gillies, John Hattie Jan 2019

A Matrix Of Feedback For Learning, Cam Brooks, Annemaree Carroll, Robyn M. Gillies, John Hattie

Australian Journal of Teacher Education

The present study used an established model of feedback (Hattie & Timperley, 2007) as a framework to explore which types and levels of feedback are most common in the upper primary classroom. Results demonstrate that feedback was predominantly directed toward the task level and that feed forward, information about the next steps for learning, was the least occurring feedback type in the classroom. Based upon research and findings, the authors propose a conceptual matrix of feedback that bridges research to practice with the aim of feedback being a driver to promote improvement.


How To Enable Asian Teachers To Empower Students To Adopt Student-Centred Learning, Thanh Thi Hong Pham, Peter Renshaw Nov 2013

How To Enable Asian Teachers To Empower Students To Adopt Student-Centred Learning, Thanh Thi Hong Pham, Peter Renshaw

Australian Journal of Teacher Education

Asian teachers’ reluctance to empower students has been claimed to be an significant barrier preventing their students from practising student-centred learning. To promote student-centredness in Asian classrooms, this study aimed to develop strategies that could enable Asian teachers to delegate part of their authority to students. Twelve college teachers and six hundred and fifteen Vietnamese college students participated in this one-semester study. The results revealed that ‘artificial’ innovations such as forming group work and regularly questioning students in class did not mean empowering students in active learning. Students were only positioned and given opportunities to engage in proper student-centredness when ...