Levels of Feedback Observed in Kindergarten Classrooms: Perceptions and Reality

Autor/in	Johnson, Jacqueline
Titel	Levels of Feedback Observed in Kindergarten Classrooms: Perceptions and Reality
Quelle	(2017), (123 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, East Tennessee State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-9993-0
Schlagwörter	Hochschulschrift; Dissertation; Kindergarten; Academic Achievement; Teaching Methods; Feedback (Response); Preschool Teachers; Teacher Effectiveness; Teacher Influence; Teacher Attitudes; Public Schools; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Public school; Öffentliche Schule
Abstract	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 the study were four teachers from a public elementary school in middle Tennessee. Each teacher received the rating of effective teacher according to their 2015-2016 state-wide teacher evaluation. This study is based upon Lev Vygotsky's sociocultural theory which proclaims student learning can be increased when teachers provide the necessary support to complete a task at a level higher than their current level of functioning. Teacher feedback is an effective and efficient instructional strategy to bridge the gap between students' actual level of understanding and the level required to become independently successful. It is important, therefore that teachers become knowledgeable of feedback that will encourage rather than discourage independent learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01