tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Feedback is an essential formative assessment practice that has the potential to influence student learning and achievement positively. Providing effective feedback, however, is a challenging task for teachers. Especially beginning teachers struggle with the provision of information that supports students in developing and improving their competences. Learning to provide feedback thus is an important aspect of teacher education. The present exploratory study investigates pre-service chemistry teachers’ practices regarding the judgement of students’ level of achievement and the provision of feedback in the context of the control-of-variables strategy. A sample of N = 40 bachelor and master students at Kiel University judged students’ written artefacts and provided feedback with the aim to support students in their progression towards the learning goals.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In this study, it was investigated if student feedback promoted teachers’ insight into where they could improve their lessons and their reflection on their lessons. It was also studied in what ways teachers worked on improvement, based on the student feedback, and whether it affected the quality of their teaching. Student perceptions of teaching quality were measured by means of a smartphone application for providing teachers with feedback on their lesson. Teachers in this study (N = 60) were randomly assigned to the control or experimental group. The smartphone application was used several times by teachers to obtain student feedback. The teachers reported that they gained insight into where they could improve their lessons. They reported improvement-oriented actions… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background: Research on peer assessment has noted ambiguity among students in using peer assessment for improving their work. Previous research has explained this in terms of deficits in the student feedback, or differences in student views of what counts as high-quality work. Purpose: This study frames peer assessment as a social process in the science classroom. The aim is to explore peer assessment in science education as social practice in order to contribute to an understanding of the affordances and constraints of using peer assessment as a learning tool in science education. Design and Method: The study was conducted in four lower secondary school classes, school years 8 and 9, in two different schools. An intervention study was… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study explored the use of video screencasts to supplement written feedback with a small cohort of early-career academics (n = 29) undertaking a postgraduate programme aligned to the UK Professional Standards Framework for teaching in higher education. The aims were to support the academics’ professional development following their summative assessment as well as introducing the technology to inform their own feedback practice. Whilst staff, as learners, were positive about the video feedback, only 50% would consider providing it to their students. They would, however, consider other ways to incorporate video screencasts into their teaching. In addition, the differences between the marks awarded for the first and second assessment were analysed and compared to those of a previous cohort (n = 32)… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study explored feedback conveyed in nine triadic conferences in teacher education practicum. The supportive character of formative feedback was explored in detail by employing a framework that combines two conceptualisations of feedback.The study depicted feedback directed backwards, upwards or forward and focusing performance, strategies, self-regulation or personal characteristics inside a framework of self-regulated learning. Findings show the teacher student to be more active in feed up, feed back and feed forward than previous studies have shown. Furthermore the conversations were found to be characterised by joint problem-solving in which all three parties focused on the student’s professional teacher-becoming. In conclusion, the findings indicate a feedback practice characterised by ‘sustainable’ feedback that scaffolds students’ self-assessing competence while fostering… Continue Reading →
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eric.ed.gov har udgivet: Most states’ teacher evaluation systems have changed substantially in the past decade. New evaluation systems typically require school leaders to observe teachers’ classrooms two to three times a school year instead of once (Doherty & Jacobs, 2015). The feedback that school leaders provide to teachers after these observations is a key but understudied step in the teacher evaluation cycle. The feedback and subsequent professional development are intended to help teachers change their instructional practices and improve student achievement (Correnti & Rowan, 2007; DeNisi & Sonesh, 2011; Taylor & Tyler, 2012). However, little is known about the feedback that school leaders provide to teachers following classroom observations or about how to train leaders to make that feedback more effective. This study examined the impact of disseminating a detailed… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study examines teachers’ instructional practices during seatwork in primary Norwegian Language arts classrooms. Although seatwork is a common activity in classrooms, our knowledge about what teachers actually do during this activity is limited. In this qualitative study, six teachers in third grade primary school were videotaped while pupils worked individually. The study gives examples from writing instruction. An analytical framework was developed based on existing research and used for coding of the video data. The analyses reveal that the participating teachers utilised their time during seatwork very differently. Two of the six teachers spent a majority of the time on instructional support (for instance challenging pupils’ thinking), while the other four spent the majority of the time… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Background As part of teachers’ everyday classroom assessment practice, feedback can be seen as connected to the formative function of assessment, with the aim of helping students in their learning processes. Much research on teacher feedback focuses precisely on the feedback’s formative quality. However, in order to strengthen our understanding about the nature of teacher feedback, we also need to understand more about teachers’ rationales for giving feedback to their students, especially in primary school settings. Purpose The present study aimed to explore and conceptualise primary school teachers’ rationales for giving students feedback. Sample Thirteen Swedish primary school teachers ( 10 women and 3 men) with 4 to 40 years of teaching experience working with students aged 7–9 years-old… Continue Reading →
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eric.ed.gov har udgivet: The purpose of the research is to develop a valid and reliable attitude scale that can measure the attitudes of math and science teachers (315) and teacher candidates (105) towards mistakes and instant feedback. In the validity studies, the exploratory factor analysis was made with the SPS1S 8.0 package program after that the confirmatory factor analysis was made with Lisrel 8.8 software. To develop the scale; 1. Creation of Item Pool, 2. Obtaining Expert Opinion, 3. Creation of Pre-Trial Form, 4. Factor Analysis is made. According to factor analysis; Kaiser Meyer Olkin (KMO) rate; 0.808; Bartlett test result: 2148,354; Cronbach alpha reliability coefficient for the whole scale: 0.829. According to confirmatory factor analysis: Root Mean Square Error of Approximation (RMSEA) 0.022 (<0.05); p-Value for Test of Close… Continue Reading →
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eric.ed.gov har udgivet: Increasingly, computer-based learning systems are used by educators to facilitate learning. Evaluations of several math learning systems show that they result in significant student learning improvements. Feedback provision is one of the key features in math learning systems that contribute to its success. We have recently been uncovering feedback design patterns as part of a larger pattern language for math problems and learning support in online learning systems. In this paper, we present three feedback design patterns developed from the application of the data-driven design pattern methodology on a large educational dataset collected from actual student data in a math online learning system. These design patterns can help teachers, learning designers, and other stakeholders construct effective feedback for interactive learning activities that facilitate student learning. Link til… Continue Reading →
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