scholarly journals Using the Instructional Beliefs Model to Examine Instructional Feedback in the Classroom

2016 ◽  
Author(s):  
Melissa F. Tindage
Keyword(s):  
Instructional Feedback ◽  
Instructional Beliefs

scholarly journals FIT to Care: An Action Research Study Exploring the Use of Communication Theory to Strengthen Caring Relationships between Teachers and Students

2014 ◽  
Vol 18 (3) ◽  
pp. 15-25 ◽  
Author(s):  
Pamela K. Lake, ◽  
Barbara K. Haas, ◽  
Marsha Matthews,
Keyword(s):  
Action Research ◽  
Nursing Faculty ◽  
Communication Theory ◽  
Research Study ◽  
Instructional Feedback ◽  
Communication Techniques ◽  
Educational Environments ◽  
Teachers And Students ◽  
Action Research Study ◽  
Study Participants

A caring-trusting relationship between teacher and student is foundational in caring educational environments. This relationship can be threatened when negative feedback to students is required. Instructional feedback based on feedback intervention theory (FIT) has been effective in communication studies. The purpose of this action research study was to explore the use of FIT-based communication techniques as a tool for nursing faculty to provide instructional feedback while protecting the caring-trusting relationship between teacher and student. Study participants reported positive changes in the instructional feedback communications with students that enabled a culture of caring to be maintained.

Using Feedback in ESL and EFL Asynchronous Online Environments

2018 ◽  
pp. 206-222
Author(s):  
Larisa Olesova ◽  
Luciana de Oliveira
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Online Courses ◽  
Target Language ◽  
Audio Feedback ◽  
Instructional Feedback ◽  
Oral Feedback ◽  
Efl Students ◽  
Online Environments

Researchers and practitioners' interest in finding more effective ways to provide instructional feedback in order to help second language learners in online environments has increased. The majority of studies found evidence about effectiveness of written and oral feedback to improve student's writing in a target language when they enroll in online courses taught in English. However, some studies also found limitations of both types of feedback when they provided for second language learners. Therefore, researchers and practitioners investigated benefits of other types of feedback and among them is audio feedback. The purpose of this chapter is to overview instructional capabilities of written, oral and audio feedback and how they can support ESL and EFL students in asynchronous online courses. This chapter also discusses when and how to provide different types of feedback when ESL and EFL students are enrolled in online courses taught in English.

Varieties of Authentic Assessment

2011 ◽  
pp. 936-942
Author(s):  
Karen R. Juneau
Keyword(s):  
Public Education ◽  
Technology Assessment ◽  
Real World ◽  
Authentic Assessment ◽  
Feedback System ◽  
Assessment Methods ◽  
Education Student ◽  
Testing Methods ◽  
Instructional Feedback ◽  
Authentic Assessments

The need for effective assessments has been recognized since the earliest days of public education. Student testing provides rationales and support for many activities, including instructional feedback, system monitoring, appropriate selection and placement of students, and certification of skills (U.S. Congress, Office of Technology Assessment, 1992). With the growing recognition that learning is an individual accomplishment and that learning takes place in context, traditional testing methods need to be supplemented to accurately assess achievement (Brown, Collins, & Duguid, 1989; Eisner, 1999). Authentic assessments are designed to accurately reflect the real world situations in which the skills and knowledge that students developed would be applied. Although there are a variety of authentic assessment methods, each method encourages linkages between the classroom experience and real world applications. This does not mean that traditional forms of testing are obsolete, rather that these methods should be supplemented by information gathered from more situational methods.

The Development of a Skinnerian Based Expert System for Use in a Computer Managed Instructional Feedback System

1997 ◽  
Vol 25 (3) ◽  
pp. 293-299
Author(s):  
Steven R. Terrell
Keyword(s):  
Expert System ◽  
Software Package ◽  
Qualitative Data ◽  
Instructional System ◽  
Feedback System ◽  
Instructional Software ◽  
System Software ◽  
Weekly Basis ◽  
Instructional Feedback ◽  
Specific Feedback

This article describes efforts to include an expert system software package, based on the theories of B. F. Skinner, into a computer managed instructional system. The purpose of the system is to provide meaningful feedback to students concerning their achievement status on a weekly basis. The process for the development of the system is discussed as well as results in light of the collection and analysis of both quantitative and qualitative data. Conclusions are drawn that suggest that behaviorist techniques can be incorporated into instructional software at a level higher than the traditional task specific feedback.

scholarly journals Development of a measure of receptivity to instructional feedback and examination of its links to personality

2021 ◽  
Vol 169 ◽  
pp. 110086
Author(s):  
Anastasiya A. Lipnevich ◽  
Kalina Gjicali ◽  
Mustafa Asil ◽  
Jeffrey K. Smith
Keyword(s):  
Instructional Feedback

Instructional Dissent in the College Classroom: Using the Instructional Beliefs Model as a Framework

2013 ◽  
Vol 62 (2) ◽  
pp. 169-190 ◽  
Author(s):  
Sara LaBelle ◽  
Matthew M. Martin ◽  
Keith Weber
Keyword(s):  
College Classroom ◽  
Instructional Beliefs

Survey of Elementary Education Students' Reading Instructional Beliefs

2000 ◽  
Vol 86 (3) ◽  
pp. 883-892 ◽  
Author(s):  
Ruth E. Knudson ◽  
Kaye Anderson
Keyword(s):  
Elementary Education ◽  
Teaching Reading ◽  
Education Students ◽  
Elementary Education Students ◽  
Beliefs About Teaching ◽  
Instructional Beliefs

The purpose of this study was to develop an inventory to measure elementary education students' beliefs about teaching reading. A 21-item survey for students was constructed, based on responses of 254 majors at the beginning of their coursework.

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