Literaturnachweis - Detailanzeige
| Autor/inn/en | Chan, Paula E.; Konrad, Moira; Gonzalez, Viviana; Peters, Mary T.; Ressa, Virginia A. |
|---|---|
| Titel | The Critical Role of Feedback in Formative Instructional Practices |
| Quelle | In: Intervention in School and Clinic, 50 (2014) 2, S.96-104 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-4512 |
| DOI | 10.1177/1053451214536044 |
| Schlagwörter | Feedback (Response); Educational Practices; Role Perception; Instructional Innovation; Evidence; Program Effectiveness; Formative Evaluation; Intervention; Student Participation; Learner Engagement; Teaching Methods; Classroom Techniques; Educational Strategies; Integrated Activities; Program Descriptions; Active Learning |
| Abstract | Feedback provides a vehicle for integrating all components of formative instructional practices: clear learning targets, evidence of student learning, and student ownership in the process. Feedback is the keystone to formative instructional practices as it is one of the most powerful instructional tools available. This paper (a) describes the role feedback plays in formative instructional practices, (b) suggests some evidence-based instructional strategies practitioners can employ to increase opportunities for feedback about their instruction, and (c) recommends ways to enhance the effectiveness of the feedback students receive. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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