Alternative Feedback Approaches for Improving Student Teachers' Classroom Instruction

Freiberg, H. Jerome; Waxman, Hersholt C.

doi:10.1177/002248718803900403

Cited by 27 publications

(20 citation statements)

References 19 publications

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“…Moreover, teachers appreciate the feedback they receive after a walkthrough observation or a formal observation as an effective avenue to enhance their own development (Ovando, 2001). Others also support the value of written feedback as a mechanism to influence teachers' instructional behaviors (Freiberg & Waxman, 1988).…”

Section: Methodsmentioning

confidence: 99%

“…It has also been reported that written feedback from principals, mentors, coaches and others has potential to influence teachers' instructional behaviors (Freiberg & Waxman, 1988). Supporting the potential of supervisory feedback for professional development purposes, Kochan & Trimble (2000) agree that "understanding new concepts and adapting behaviors to operate effectively in new work environments requires practice, feedback and reflection" (p. 20).…”

Section: Constructive Feedbackmentioning

confidence: 99%

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Building Instructional Leaders’ Capacity to Deliver Constructive Feedback to Teachers

Ovando

2006

J Pers Eval Educ

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The aim of this action research study was to enhance the instructional leadership capacity of aspiring school leaders, through a practical learning experience. The participants observed classes, collected classroom-based data, prepared and delivered written constructive feedback to teachers. Findings suggest that aspiring school leaders need to develop a knowledge foundation related to quality instruction, teachers respond in a positive way and appreciate the feedback offered, constructive feedback has potential to guide teachers_ professional development, aspiring instructional leaders must be professional as they deliver feedback, and schools need to set up system for the effective delivery of constructive feedback to teachers so that teaching and learning excellence can be achieved.

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Section: Methodsmentioning

confidence: 99%

Section: Constructive Feedbackmentioning

confidence: 99%

Building Instructional Leaders’ Capacity to Deliver Constructive Feedback to Teachers

Ovando

2006

J Pers Eval Educ

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“…The videotapes were reviewed and analyzed using both the quantitative and qualitative methods. A Teacher Observation Schedule, adapted from Stallings Observation System (Freiberg and Waxman, 1988;Stallings, 1986) was used to quantify the number of instructional activities and teacherstudent interactions in the classroom. Three members of the research team coded the occurrences of different types of instructional activities and teacher-student interactions at the frequency of two times each five minutes.…”

Section: Methodsmentioning

confidence: 99%

Practice makes perfect on the blackboard: A cultural analysis of mathematics instructional patterns in Taiwan

Fwu

Wang

2006

Zentralblatt für Didaktik der Mathematik

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Taiwanese students' math achievement ranked the 3 rd among the 38 countries participating in the 1999 Third International Math and Science Study (TIMSS-R). This study aims to show how Taiwanese teachers teach math so as to produce such a remarkable achievement. Math teachers in the middle school in Taiwan were videotaped giving instruction on a math concept. The videotapes were reviewed and analyzed by using both the quantitative (Teacher Observation Schedule) and qualitative methods (observation notes). The results show that Taiwanese teachers focus more on demonstrating math procedures rather than on math concepts and tend to ask students to practice both on the blackboard and at their seats. Moreover, Taiwanese teachers are inclined to ask their students to offer the "right" answer to questions on the blackboard after individual practice at their seats. Cultural beliefs including "practice makes perfect," "one standard for all," and "motivation by wish for self-imp rovement" underlying the Taiwanese instructional patterns are discussed.

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“…In this regard, whenever any pupil gives a imprecise answer, the teacher needs to correct the answers immediately and thus create pupils' creativity (Salvin, 1998). Inquiry skill is a relatively important approach because it is the most commonly used technique after lecture technique in a teachers' teaching technique (Freiberg, 1988). The waiting time is classified into waiting time I and waiting time II, depending on the definition used.…”

Section: Introductionmentioning

confidence: 99%

Improving the Quality of Pupils’ Response in Science Inquiry Teaching: a Participatory Action Research

Salleh¹,

Aiman²

2015

Procedia - Social and Behavioral Sciences

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This research is aimed at improving the quality of standard four pupils' response in science inquiry teaching using Easy Erase Response Board (EERB). Respondents in this research consisted of ten standard four pupils from Talang Primary School. Researchers found out that the quality of pupils' in-class response was very low. They also exhibited a passive attitude in answering questions in inquiry teaching. Researchers additionally found out that one of the problems lies in the quality of teachers' inquiry. Thus, researchers have come up with EERB based on the idea of a famous American television reality show called "Are You Smarter Than a 5 th Grader?". The use of EERB is aimed at assisting the pupils to improve their quality of response in inquiry learning. Data is collected in the form of qualitative and quantitative involving unstructured observation, structured observation, Low Inference Self-Assessment Measure (LISAM) and questionnaires. The quality of pupils' responses increased as a result of the use of EERB, which gives sufficient waiting time for pupils to think more appropriately. The pupils also seemed to have fun and were determined to display their EERB to the class because they all have the opportunity to respond. From the LISAM analysis, the multi questioning techniques used by the teachers as well as their willingness to receive ideas from the pupils show that teacher can improve questioning techniques using EERB. In conclusion, the use of EERB is proven to have improved the quality of pupils' responses and have increased their interest and enthusiasm in answering questions in the inquiry teaching.

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Alternative Feedback Approaches for Improving Student Teachers' Classroom Instruction

Cited by 27 publications

References 19 publications

Building Instructional Leaders’ Capacity to Deliver Constructive Feedback to Teachers

Building Instructional Leaders’ Capacity to Deliver Constructive Feedback to Teachers

Practice makes perfect on the blackboard: A cultural analysis of mathematics instructional patterns in Taiwan

Improving the Quality of Pupils’ Response in Science Inquiry Teaching: a Participatory Action Research

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