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Full-Text Articles in Education
Developing And Validating The Student Assessment-Based Feedback Literacy (Safl) Instrument: A Mixed-Methods Approach, Yiyu Liao
Open Access Theses & Dissertations
Feedback has great influences on student retention and completion, especially on the minority students in higher education. However, the debates on the paradoxical difference between feedback’s theoretical potential and its effect in actual practice remain unsettled. This study seeks to address some primary issues in feedback research by conceptualizing student assessment-based feedback literacy (SAFL) and developing the SAFL instrument. The systematic literature reviews in the study identify two trends of assessment-based feedback in higher education: no universal definition of assessment feedback and the lack of explicit understanding of how assessment and feedback literacies interacted. By building on the exiting student …
The Use Of Post-Course Feedback On Mastery Learning In A Professional Development Context, Thomas M. Kramer
The Use Of Post-Course Feedback On Mastery Learning In A Professional Development Context, Thomas M. Kramer
UNLV Theses, Dissertations, Professional Papers, and Capstones
This study investigated the effect of feedback to measure post-mastery learning in a professional development course designed for child welfare worker. In addition, the study explored the subjects’ perceptions of benefits gained by taking an online professional development course for child welfare worker. Specifically, the effect of email summaries sent out after the completion of the course on the participant’s retention of material covered in the course was assessed. The summary emails were designed to enhance the benefits of reviewing the study material after the completion of the course with a particular focus on the quantity and frequency of reminders …
Principals’ And Teachers’ Perceptions Of Content-Specific Instructional Feedback, Shernore S. Prince
Principals’ And Teachers’ Perceptions Of Content-Specific Instructional Feedback, Shernore S. Prince
Walden Dissertations and Doctoral Studies
The research problem for this basic qualitative study was that principals were not consistently providing content-specific feedback to support teachers’ instructional practices. This problem was important because principals, as instructional leaders, are responsible for giving feedback to teachers to support teachers’ instructional practices. The purpose of this study was to investigate principals’ and teachers’ perceptions of content-specific feedback. Danielson’s framework for teaching was the conceptual framework that linked the concepts and variables in this study. The research questions addressed how principals perceived that they provided content-specific feedback to support teachers’ instructional practice, and how teachers perceived principals as providing content-specific …
The Impacts Of Peer Observation Roles And Teaching Characteristics On Teacher Self-Efficacy: A Secondary Data Analysis Study Using The Talis Survey, Elisa Tedona
Theses and Dissertations
It is important for teachers to have a high sense of self-efficacy, as it is one of the prime motivational forces influencing student learning, teacher quality, and in turn, overall success (Curry, 2015; Hattie, 2009; Klassen & Chiu, 2010). Teachers with high self-efficacy work harder, are more involved in learning, and have higher assurance (Bandura, 1994). For these reasons, it is imperative to study the influencers of teacher self-efficacy. Peer observations and observational feedback, a highly used practice in all schools, is one of those influencers. This cycle of observations and feedback provided to teachers is influential to teacher self-efficacy …