Education Commons^™

The Impact Of Creating A Positive Culture For Feedback Within The Secondary Career & Technical Education Classroom, Jennifer Denault, Kristine Hintz, Kelsey Thielges

Masters of Arts in Education Action Research Papers

Feedback is one of the most influential factors on student learning. It is paramount for educators to spend considerable focus on feedback as instructional time, and learning activities are abundant with opportunities for providing feedback to students (Havnes, Smith, Dysthe, & Ludvigsen, 2012). The purpose of this research study was to ascertain what effect providing a culture of feedback has on student learning in the secondary Career and Technical Education (CTE) classroom, which differ from core classes in their delivery methods, content and overall outcomes. The goal was to utilize feedback with students in a way that promotes a culture …

Levels Of Feedback Observed In Kindergarten Classrooms: Perceptions And Reality, Jacqueline Johnson

Electronic Theses and Dissertations

The most powerful influence on student achievement is the classroom teacher and the most effective instructional strategy teachers can use to increase student learning and achievement is effective feedback (Hattie & Timperley, 2007). The research on teacher feedback in kindergarten classrooms is scarce therefore this study helps reduce the void in the literature on the importance of teacher feedback in kindergarten classrooms.

The purpose of this study was to examine effective teachers’ perceptions of the amount and kind of feedback they provide to their students and to determine if their perceptions match the feedback they actually provide. The participants in …

How Interacting With Teacher Feedback Impacts Students’ Writing, Kristen Bankers Saxhaug

School of Education and Leadership Student Capstone Theses and Dissertations

The following research question is investigated in this paper: How does purposeful interaction with teacher feedback impact the writing outcomes of high school students? The literature review explored the topics of writing development, feedback, and motivation and self-efficacy in writing. A mixed methods approach was used to investigate whether purposeful, directed interaction with teacher feedback led to improved outcomes in students’ writing. Participants were a cohort of 36 racially diverse, at-risk students who were behind their grade-level peers in the development of age-appropriate literacy skills in a co-taught intervention English class. The data revealed that teaching students how to interpret …

Teachers’ Perceptions Of Educational Games That Keep Score Of Cooperative Performances, Theodore Alden Wohlfarth

Dissertations

The scoring systems used in traditional sports and games are founded on the zero-sum premise that players are on opposite sides and one side can win only if the other side loses. These scoring systems may be effective at nurturing zero-sum mindsets and providing data for assessing performance in win-lose relationships. If so, games that use different scoring systems can be used to facilitate the development of collaborative mindsets, nurture win-win skills between diverse groups, and enable objective self-assessment of performances in non-zero-sum events when engaging with those on “other sides.” Although economic game theory has rich reservoirs of research …

The Effect Of Narrative Feedback On The Learning And Transfer Of Complex Communication Skills, Rebecca A. Kennedy

Psychology Theses & Dissertations

The purpose of the present research was to examine the effects of narrative performance feedback on learning and transfer of intercultural communication skills learned in an experiential training task. It was predicted that feedback based on a narrative structure, especially from a first-person perspective, would enhance learning by providing schemas for memory organization, contextual information, and emotional content. Using a healthcare-related training task, participants learned the CRASH principles of intercultural sensitivity and then performed a low-fidelity, text-based simulated conversation with a patient and patient’s family member. Participants were randomly assigned to one of three kinds of performance feedback: didactic, third-person …

More Bang For Your Buck: Bolstering Learning Via Refutation Text With Refutation-Based Elaborated Feedback, Jacqueline R. Cordova

UNLV Theses, Dissertations, Professional Papers, and Capstones

The current study examines the effects of refutation text and refutation-based elaborated feedback on conceptual understanding, self-efficacy, interest, beliefs, attitudes, and knowledge, within the context of learning about climate change. The study also tests whether elaborated feedback moderates the refutation text effect through an interaction. One hundred and fifty nine undergraduate students were recruited to participate in this study, which was administered via computer. They completed measures of their self-efficacy and interest in learning about climate change, as well as climate change beliefs, attitudes, and knowledge. Approximately half of the participants read a refutation text and half read a comparison …

Lessons From Alternative Grading: Essential Qualities Of Teacher Feedback, Jay C. Percell

Faculty Publications - College of Education

One critically important step in the instructional process is providing feedback to students, and yet, providing timely and thorough feedback is often lacking due attention. Reasons for this oversight could range from several factors including increased class sizes, vast content coverage requirements, extracurricular responsibilities, and the generally hectic daily schedules of teachers. This article synthesizes the findings from a year-long qualitative study investigating the alternative grading practices of five high school teachers and gives particular attention to the nature of the feedback these teachers provided to their students. Teachers’ feedback is pared down to its essential qualities in order to …

Varying Feedback Strategy And Scheduling In Simulator Training: Effects On Learner Perceptions, Initial Learning, And Transfer, Sonya Bland-Williams

STEMPS Theses & Dissertations

This experimental study investigated the effects of visual feedback on initial learning, perceived self-efficacy, workload, near transfer, far transfer, and perceived realism during a simulator-based training task. Prior studies indicate that providing feedback is critical for schema development (Salmoni, Schmidt, & Walter 1984; Sterman, 1994). However, its influence has been shown to dissipate and is not directly proportionate to the frequency at which it is given (Wulf, Shea, & Matschiner, 1998). A total of 54 participants completed the study forming six treatment groups. The independent treatment, visual feedback, was manipulated as scheduling (absolute—every practice trial or relative—every third trial) and …

Evaluating The Effectiveness Of Using Peer-Dialogue Assessment (Pda) For Improving Pre-Service Teachers' Perceived Confidence And Competence To Teach Physical Education, Narelle Eather, Nick Riley, Drew Miller, Bradley Jones

Australian Journal of Teacher Education

Developing effective methods for improving student learning in higher education is a priority. Recent findings have shown that feedback on student work can effectively facilitate learning if students are engaged as active participants in the feedback cycle; where they seek, generate and use feedback in the form of dialogue. This novel study investigates the use of peer dialogue assessment as an assessment for learning tool used in an existing undergraduate physical education course. Our findings demonstrate that when thirty six undergraduate physical education students were provided with instruction and practice using peer dialogue assessment after consecutive teaching performances, they exhibit …

Benefits From Retrieval Practice Are Greater For Students With Lower Working Memory Capacity, Pooja K. Agarwal, Jason R. Finley, Nathan S. Rose, Henry L. Roediger Iii

Faculty Works

We examined the effects of retrieval practice for students who varied in working memory capacity as a function of the lag between study of material and its initial test, whether or not feedback was given after the test, and the retention interval of the final test. We sought to determine whether a blend of these conditions exists that maximizes benefits from retrieval practice for lower and higher working memory capacity students. College students learned general knowledge facts and then restudied the facts or were tested on them (with or without feedback) at lags of 0-9 intervening items. Final cued recall …

Creating The Climate And Space For Peer Review Within The Writing Classroom, Helen Dixon, Eleanor Hawe

Journal of Response to Writing

Substantive and ongoing critique of the quality of one’s writing is necessary if students are to experience writing as a recursive process. However, students’ willingness to critique their texts and those of others is dependent upon the creation of a trusting and mutually supportive learning environment. Using the naturalistic setting of an elementary school writing classroom, attention is drawn to the ways in which two teachers nurtured competence and communication trust (Reina & Reina, 2006) between themselves and students, and among students. Consideration is also paid to teachers’ creation and use of public and private spaces to promote interactions that …

Teachers’ (Formative) Feedback Practices In Efl Writing Classes In Norway, Drita Saliu-Abdulahi, Glenn Ole Hellekjær, Frøydis Hertzberg

Journal of Response to Writing

This qualitative study reports on teachers’ (formative) feedback practices in writing instruction. Observations and interviews were used to collect data from 10 upper-secondary school teachers of English as a Foreign Language (EFL) writing classes in Norway. The findings indicate that while the teachers attempt to comply with the requirements of the national curriculum regarding formative assessment, and acknowledge the pivotal role of feedback in that pedagogy, the dominant tendency is still to deliver feedback to a finished text. As such, there is limited use of feedback for that text and no resubmission of the text for new assessment, while feedforward …

Audiovisual Commentary As A Way To Reduce Transactional Distance And Increase Teaching Presence In Online Writing Instruction: Student Perceptions And Preferences, Anna Grigoryan

Journal of Response to Writing

The rapid increase in online learning programs has led to an increase in the number of students taking composition courses online. As a result, there is a need to develop teaching practices and approaches to feedback designed specifically for online learning environments, which serve a largely nontraditional student population. Addressing a current gap in the literature regarding approaches to feedback that meet the needs of nontraditional students, this quasi-experimental study used a process model of composition and post-positivist and social constructivist epistemological orientations to measure student perceptions and preferences when provided with text-only feedback or a combination of textual and …

“I Could Express Feeling Completely”: Inviting L2 Writers To Use L1 In Peer Responses, Bee Chamcharatsri

Journal of Response to Writing

Peer response is one of the most important activities in writing classrooms because it provides a sense of audience to students. At the same time, students also receive feedback for revision. Asking L2 writers to use their L1s in providing feedback to their L1-speaking peers helps them gain confidence in peer response activities, which in turn gives them self-confidence in their writing proficiency. In this small-scale pilot project, L2 students were asked to reflect on their use of L1s providing both oral and written feedback. They reported that students felt they could express their feedback in a more meaningful way. …

The Effect Of Emotionally Validating And Invalidating Responses On Emotional Self-Efficacy, Gregory Witkowski

Walden Dissertations and Doctoral Studies

The power of abuse, either in childhood or in adulthood, is clear in many cases. Yet certain types of abuse are harder to detect and understand. Emotional invalidation is one type of abuse that is characterized by an incongruence or minimization of another person's emotions. This experimental study explored effects of emotional invalidation and emotional validation on people's level of emotional self-efficacy. Participants (n = 230) were recruited through Quest Mindshare using a survey created through SurveyMonkey, and randomly placed into 3 groups. All participants were given a survey that asked them to choose how certain pictures made them feel. …

Impact Of Audio Feedback Technology On Writing Instruction, Martha Marie Bless

Walden Dissertations and Doctoral Studies

High school writing teacher self-efficacy has suffered because the workload and emotional energy of grading papers is arduous, and despite their efforts to provide formative written feedback, many teachers believe students ignore or misunderstand it. Although audio feedback holds promise for improving the clarity of instructor feedback and the self-efficacy of writing instructors in higher education, its usefulness for improving high school teacher self-efficacy has remained unexplored. This multiple case study investigated how high school teachers believed Kaizena, a digital audio feedback technology, influenced their writing instruction and self-efficacy. Participants, who were drawn from the global Kaizena user base, included …