000			01825nam a22002177a 4500
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008			240125b ph ||||| |||| 00| 0 eng d
040			_cOCT
100			_aStevens, Elizabeth
240			_aThe elementary school journals / _hSeptember 2023
245			_aExamining the type and direction of teacher feedbaack provided in fourth-grade classrooms to inform teacher preparation / _cElizabeth Stevens, Philip Capin, Alicia Stewart, and Elizabeth Swanson, and Sharon Vaughn
300			_avol. 124(1) : pages 109-128
500			_aABSTRACT 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			_ateacher preparation
653			_ateacher feedback
700			_aCapin, Philip
700			_aStewart, Alicia
700			_aSwanson, Elizabeth
700			_aVaughn, Sharon
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999			_c9477 _d9477