Examining the type and direction of teacher feedbaack provided in fourth-grade classrooms to inform teacher preparation / (Record no. 9477)
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| 000 -LEADER | |
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| fixed length control field | 01825nam a22002177a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240125141650.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240125b ph ||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | OCT |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Stevens, Elizabeth |
| 240 ## - UNIFORM TITLE | |
| Uniform title | The elementary school journals / |
| Medium | September 2023 |
| 245 ## - TITLE STATEMENT | |
| Title | Examining the type and direction of teacher feedbaack provided in fourth-grade classrooms to inform teacher preparation / |
| Statement of responsibility, etc. | Elizabeth Stevens, Philip Capin, Alicia Stewart, and Elizabeth Swanson, and Sharon Vaughn |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | vol. 124(1) : pages 109-128 |
| 500 ## - GENERAL NOTE | |
| General note | ABSTRACT<br/><br/>Providing academic feedback is strongly related to student achievement, yet there is little observational re-search examining the feedback provided by elementary classroom teachers. Informed by Hattie and Timperley's model of feedback, we conducted an observation study examining the type and direction of feedback provided in 33 teachers' fourth-grade social studies classrooms. Results showed teachers primarily repeated students' answers (39.8%, followed by providing positive feedback (32.2%), praise (15.6%), and corrective feedback (11.8%). Most feedback was directed at the task. Teachers rarely provided combined positive and corrective feedback (0.5%) and infrequently directed feedback at the process or students' self-regulation. These findings suggest teachers would benefit from support in providing effective feedback that is specific and supports students' use of learning strategies and self-regulatory behavior. Implications for preservice and in-service teacher training related to providing effective feedback are discussed. |
| 653 ## - INDEX TERM--UNCONTROLLED | |
| Uncontrolled term | teacher preparation |
| 653 ## - INDEX TERM--UNCONTROLLED | |
| Uncontrolled term | teacher feedback |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Capin, Philip |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Stewart, Alicia |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Swanson, Elizabeth |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Vaughn, Sharon |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Continuing Resources |
| Suppress in OPAC | No |
No items available.