-
1
-
-
77954061241
-
An investigation of the nature of feedback given to pre-service English teachers during their practice teaching experience
-
Ackan S., Tatar S. An investigation of the nature of feedback given to pre-service English teachers during their practice teaching experience. Teacher Development 2010, 14(2):153-172.
-
(2010)
Teacher Development
, vol.14
, Issue.2
, pp. 153-172
-
-
Ackan, S.1
Tatar, S.2
-
2
-
-
0242275946
-
Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method?
-
Ashwell T. Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method?. Journal of Second Language Writing 2000, 9(3):227-257. 10.1016/S1060-3743(00)00027-8.
-
(2000)
Journal of Second Language Writing
, vol.9
, Issue.3
, pp. 227-257
-
-
Ashwell, T.1
-
3
-
-
0003794822
-
-
Harcourt, Brace & Jovanovich, San Diego
-
Atkinson R.L, Atkinson R.C, Hilgard R.E Introduction to psychology 1983, Harcourt, Brace & Jovanovich, San Diego.
-
(1983)
Introduction to psychology
-
-
Atkinson, R.L.1
Atkinson, R.C.2
Hilgard, R.E.3
-
4
-
-
77953542457
-
Increasing pre-service teachers' use of differential reinforcement: Effects of performance feedback on consequences for student behavior
-
Auld R.G., Belfiore P.J., Scheeler M.C. Increasing pre-service teachers' use of differential reinforcement: Effects of performance feedback on consequences for student behavior. Journal of Behavioral Education 2010, 19:169-183. 10.1007/s10864-010-9107-4.
-
(2010)
Journal of Behavioral Education
, vol.19
, pp. 169-183
-
-
Auld, R.G.1
Belfiore, P.J.2
Scheeler, M.C.3
-
5
-
-
75149142180
-
The effects of direct and indirect speech acts on native English and ESL speakers' perception of teacher written feedback
-
Baker W., Bricker R.H. The effects of direct and indirect speech acts on native English and ESL speakers' perception of teacher written feedback. System 2010, 38:75-84. 10.1016/j.system.2009.12.007.
-
(2010)
System
, vol.38
, pp. 75-84
-
-
Baker, W.1
Bricker, R.H.2
-
8
-
-
0003723474
-
Leren en instructie: Psychologie van de leerling en het leerproces [Learning and instruction: Psychology of the student and the learning process]
-
Assen: Van Gorcum
-
Boekaerts, M., & Simons, P. R. J. (1995). Leren en instructie: Psychologie van de leerling en het leerproces [Learning and instruction: Psychology of the student and the learning process]. Assen: Van Gorcum.
-
(1995)
-
-
Boekaerts, M.1
Simons, P.R.J.2
-
9
-
-
37349047931
-
Integrating feedback and reflection in teacher preparation
-
Brandt C. Integrating feedback and reflection in teacher preparation. ELT Journal 2008, 62(1):37-46. 10.1093/elt/ccm076.
-
(2008)
ELT Journal
, vol.62
, Issue.1
, pp. 37-46
-
-
Brandt, C.1
-
10
-
-
0012057206
-
The practice of giving feedback to improve teaching: What is effective?
-
Retrieved from
-
Brinko, K. T. (1993). The practice of giving feedback to improve teaching: What is effective? The Journal of Higher Education, 64(5), 574-593. Retrieved from http://www.jstor.org/stable/2959994.
-
(1993)
The Journal of Higher Education
, vol.64
, Issue.5
, pp. 574-593
-
-
Brinko, K.T.1
-
11
-
-
0002825367
-
Metacognition, executive control, self-regulation, and other more mysterious mechanisms
-
Lawrence Erlbaum, Hillsdale, NJ, F.E. Weinart, R.H. Kluwe (Eds.)
-
Brown A. Metacognition, executive control, self-regulation, and other more mysterious mechanisms. Metacognition, motivation, and understanding 1987, 65-116. Lawrence Erlbaum, Hillsdale, NJ. F.E. Weinart, R.H. Kluwe (Eds.).
-
(1987)
Metacognition, motivation, and understanding
, pp. 65-116
-
-
Brown, A.1
-
12
-
-
0001962634
-
Constructing self-explanations and scaffolded explanations in tutoring
-
Chi M.T.H. Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology 1996, 10:S33-S49. 10.1002/(SICI)1099-0720(199611)10:7.
-
(1996)
Applied Cognitive Psychology
, vol.10
-
-
Chi, M.T.H.1
-
13
-
-
0035740268
-
Learning from human tutoring
-
Chi M.T.H., Siler S.A., Jeong H., Yamauchi T., Hausmann R.G. Learning from human tutoring. Cognitive Science 2001, 25(4):471-533. 10.1207/s15516709cog2504_1.
-
(2001)
Cognitive Science
, vol.25
, Issue.4
, pp. 471-533
-
-
Chi, M.T.H.1
Siler, S.A.2
Jeong, H.3
Yamauchi, T.4
Hausmann, R.G.5
-
14
-
-
33749012806
-
Classroom interaction in science: Teacher questioning and feedback to students' responses
-
Chin C. Classroom interaction in science: Teacher questioning and feedback to students' responses. International Journal of Science Education 2006, 28(11):1315-1346. 10.1080/09500690600621100.
-
(2006)
International Journal of Science Education
, vol.28
, Issue.11
, pp. 1315-1346
-
-
Chin, C.1
-
15
-
-
79953894395
-
Using video annotation to reflect on and evaluate physical education pre-service teaching practice
-
Colasante M. Using video annotation to reflect on and evaluate physical education pre-service teaching practice. Australasian Journal of Educational Technology 2011, 27(1):66-88.
-
(2011)
Australasian Journal of Educational Technology
, vol.27
, Issue.1
, pp. 66-88
-
-
Colasante, M.1
-
16
-
-
77957711697
-
The impact of collaborative continuing professional development (CPD) on classroom teaching and learning. Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning?
-
Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London
-
Cordingley, P., Bell, M., Thomason, S., & Firth, A. (2005). The impact of collaborative continuing professional development (CPD) on classroom teaching and learning. Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning? Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
-
(2005)
-
-
Cordingley, P.1
Bell, M.2
Thomason, S.3
Firth, A.4
-
17
-
-
84872740394
-
Perceptions of supervisor-student relationship and feedback in master's thesis supervision
-
Paper presented at the Onderwijs Research Dagen, Leuven
-
De Kleijn, R. A. M., Mainhard, M. T., Meijer, P. C., & Brekelmans, M. (2009). Perceptions of supervisor-student relationship and feedback in master's thesis supervision. Paper presented at the Onderwijs Research Dagen, Leuven.
-
(2009)
-
-
De Kleijn, R.A.M.1
Mainhard, M.T.2
Meijer, P.C.3
Brekelmans, M.4
-
19
-
-
80051620687
-
The effect of teacher coaching with performance feedback on behavior-specific praise in inclusion classrooms
-
Duchaine E.L., Jolivette K., Fredrick L.D. The effect of teacher coaching with performance feedback on behavior-specific praise in inclusion classrooms. Education and Treatment of Children 2011, 34(2):209-227.
-
(2011)
Education and Treatment of Children
, vol.34
, Issue.2
, pp. 209-227
-
-
Duchaine, E.L.1
Jolivette, K.2
Fredrick, L.D.3
-
20
-
-
77951254690
-
Analysing feedback processes in an online teaching and learning environment: An exploratory study
-
Espasa A., Meneses J. Analysing feedback processes in an online teaching and learning environment: An exploratory study. Higher Education 2010, 59:277-292. 10.1007/s10734-009-9247-4.
-
(2010)
Higher Education
, vol.59
, pp. 277-292
-
-
Espasa, A.1
Meneses, J.2
-
21
-
-
85013587535
-
A study of feedback strategies in foreign language classrooms and tutorials with implications for intelligent computer-assisted language learning systems
-
Ferreira A., Moore J.D., Mellish C. A study of feedback strategies in foreign language classrooms and tutorials with implications for intelligent computer-assisted language learning systems. International Journal of Artificial Intelligence in Education 2007, 17(4):389-422.
-
(2007)
International Journal of Artificial Intelligence in Education
, vol.17
, Issue.4
, pp. 389-422
-
-
Ferreira, A.1
Moore, J.D.2
Mellish, C.3
-
22
-
-
77958036700
-
Effects of communities of reflecting peers on student-teacher development - Including in-depth case studies
-
Fund Z. Effects of communities of reflecting peers on student-teacher development - Including in-depth case studies. Teachers and Teaching: Theory and Practice 2010, 16(6):679-701. 10.1080/13540602.2010.517686.
-
(2010)
Teachers and Teaching: Theory and Practice
, vol.16
, Issue.6
, pp. 679-701
-
-
Fund, Z.1
-
25
-
-
77949875444
-
Improving the effectiveness of peer feedback for learning
-
Gielen S., Peeters E., Dochy F., Onghena P., Struyven K. Improving the effectiveness of peer feedback for learning. Learning and Instruction 2010, 20:304-315. 10.1016/j.learninstruc.2009.08.007.
-
(2010)
Learning and Instruction
, vol.20
, pp. 304-315
-
-
Gielen, S.1
Peeters, E.2
Dochy, F.3
Onghena, P.4
Struyven, K.5
-
26
-
-
84993804283
-
The effects of " bug-in-ear" supervision on special education teachers' delivery of learn units
-
Goodman J.I., Brady M.P., Duffy M.L., Scott J., Pollard N.E. The effects of " bug-in-ear" supervision on special education teachers' delivery of learn units. Focus on Autism and Other Developmental Disabilities 2008, 23(4):207-216. 10.1177/1088357608324713.
-
(2008)
Focus on Autism and Other Developmental Disabilities
, vol.23
, Issue.4
, pp. 207-216
-
-
Goodman, J.I.1
Brady, M.P.2
Duffy, M.L.3
Scott, J.4
Pollard, N.E.5
-
29
-
-
3042520545
-
Providing effective support: Investigating feedback to distance language learners
-
Hyland F. Providing effective support: Investigating feedback to distance language learners. Open Learning 2001, 16(3):233-247. 10.1080/02680510120084959.
-
(2001)
Open Learning
, vol.16
, Issue.3
, pp. 233-247
-
-
Hyland, F.1
-
30
-
-
0002918223
-
Evaluating constructivist learning
-
Jonassen D.H. Evaluating constructivist learning. Educational Technology 1991, 31(9):28-33.
-
(1991)
Educational Technology
, vol.31
, Issue.9
, pp. 28-33
-
-
Jonassen, D.H.1
-
31
-
-
84893396860
-
The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory
-
Kluger A.N., DeNisi A. The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin 1996, 119(2):254-284. 10.1037/0033-2909.119.2.254.
-
(1996)
Psychological Bulletin
, vol.119
, Issue.2
, pp. 254-284
-
-
Kluger, A.N.1
DeNisi, A.2
-
32
-
-
80855164205
-
Using coaching to improve the fidelity of evidence-based practices: A review of studies
-
Kretlow A.G., Bartholomew C.C. Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education 2010, 33(4):279-299. 10.1177/0888406410371643.
-
(2010)
Teacher Education and Special Education
, vol.33
, Issue.4
, pp. 279-299
-
-
Kretlow, A.G.1
Bartholomew, C.C.2
-
33
-
-
65249124610
-
Effectiveness of comprehensive professional development for teachers of at-risk preschoolers
-
Landry S.H., Anthony J.L., Swank P.R., Monseque-Bailey P. Effectiveness of comprehensive professional development for teachers of at-risk preschoolers. Journal of Educational Psychology 2009, 101(2):448-465. 10.1037/a0013842.
-
(2009)
Journal of Educational Psychology
, vol.101
, Issue.2
, pp. 448-465
-
-
Landry, S.H.1
Anthony, J.L.2
Swank, P.R.3
Monseque-Bailey, P.4
-
34
-
-
77951102001
-
Assessor or assessee: How student learning improves by giving and receiving peer feedback
-
Li L., Liu X., Steckelberg A.L. Assessor or assessee: How student learning improves by giving and receiving peer feedback. British Journal of Educational Technology 2010, 41(3):525-536. 10.1111/j.1467-8535.2009.00968.x.
-
(2010)
British Journal of Educational Technology
, vol.41
, Issue.3
, pp. 525-536
-
-
Li, L.1
Liu, X.2
Steckelberg, A.L.3
-
35
-
-
0346904863
-
The effects of peer coaching cycles on teacher use of a complex teaching skill and teachers' sense of efficacy
-
Licklider B.L. The effects of peer coaching cycles on teacher use of a complex teaching skill and teachers' sense of efficacy. Journal of Personnel Evaluation in Education 1995, 9:55-68. 10.1007/BF00975249.
-
(1995)
Journal of Personnel Evaluation in Education
, vol.9
, pp. 55-68
-
-
Licklider, B.L.1
-
36
-
-
85064788368
-
Exploiting online interactivity to enhance assignment development and feedback in distance education
-
MacDonald J. Exploiting online interactivity to enhance assignment development and feedback in distance education. Open Learning 2001, 16(2):179-189. 10.1080/02680510120050334.
-
(2001)
Open Learning
, vol.16
, Issue.2
, pp. 179-189
-
-
MacDonald, J.1
-
37
-
-
0036331867
-
Developing teaching knowledge through peer discourse
-
Manouchehri A. Developing teaching knowledge through peer discourse. Teaching and Teacher Education 2002, 18(6):715-737. 10.1016/S0742-051X(02)00030-6.
-
(2002)
Teaching and Teacher Education
, vol.18
, Issue.6
, pp. 715-737
-
-
Manouchehri, A.1
-
38
-
-
77952910586
-
Inducing mind sets in self-regulated learning with motivational information
-
Martens R., de Brabander C., Rozendaal J., Boekaerts M., Van der Leeden R. Inducing mind sets in self-regulated learning with motivational information. Educational Studies 2010, 36(3):311-327. 10.1080/03055690903424915.
-
(2010)
Educational Studies
, vol.36
, Issue.3
, pp. 311-327
-
-
Martens, R.1
de Brabander, C.2
Rozendaal, J.3
Boekaerts, M.4
Van der Leeden, R.5
-
39
-
-
78650171178
-
Polite web-based intelligent tutors: Can they improve learning in classrooms?
-
McLaren B.M., DeLeeuw K.E., Mayer R.E. Polite web-based intelligent tutors: Can they improve learning in classrooms?. Computers & Education 2011, 56:574-584. 10.1016/j.compedu.2010.09.019.
-
(2011)
Computers & Education
, vol.56
, pp. 574-584
-
-
McLaren, B.M.1
DeLeeuw, K.E.2
Mayer, R.E.3
-
40
-
-
85006682233
-
The effect of audio and written teacher responses on EFL student revision
-
Morra A.M., Asis M.I. The effect of audio and written teacher responses on EFL student revision. Journal of College Reading and Learning 2009, 39(2):68-82.
-
(2009)
Journal of College Reading and Learning
, vol.39
, Issue.2
, pp. 68-82
-
-
Morra, A.M.1
Asis, M.I.2
-
42
-
-
78649962541
-
Web-based collaborative reading exercises for learners in remote locations: The effects of computer-mediated feedback and interaction via computer-mediated communication
-
Murphy P. Web-based collaborative reading exercises for learners in remote locations: The effects of computer-mediated feedback and interaction via computer-mediated communication. ReCALL 2010, 22(2):112-134. 10.1017/S0958344010000030.
-
(2010)
ReCALL
, vol.22
, Issue.2
, pp. 112-134
-
-
Murphy, P.1
-
43
-
-
79952816384
-
Immediate learner repair and its relationship with learning targeted forms in dyadic interaction
-
Nassaji H. Immediate learner repair and its relationship with learning targeted forms in dyadic interaction. System 2011, 39:17-29. 10.1016/j.system.2011.01.016.
-
(2011)
System
, vol.39
, pp. 17-29
-
-
Nassaji, H.1
-
45
-
-
33645227268
-
Formative assessment and self-regulated learning: A model and seven principles of good feedback practice
-
Nicol D.J., McFarlane-Dick D. Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education 2006, 31(2):199-218. 10.1080/03075070600572090.
-
(2006)
Studies in Higher Education
, vol.31
, Issue.2
, pp. 199-218
-
-
Nicol, D.J.1
McFarlane-Dick, D.2
-
46
-
-
80052749439
-
'We teach plastic lessons to please them': The influence of supervision on the practice of English language student teachers in Kenya
-
Ochieng' Ong'ondo C., Borg S. 'We teach plastic lessons to please them': The influence of supervision on the practice of English language student teachers in Kenya. Language Teaching Research 2011, 15(4):509-528. 10.1177/1362168811412881.
-
(2011)
Language Teaching Research
, vol.15
, Issue.4
, pp. 509-528
-
-
Ochieng' Ong'ondo, C.1
Borg, S.2
-
47
-
-
0034401901
-
Age differences in negotiation and feedback in classroom and pairwork
-
Oliver R. Age differences in negotiation and feedback in classroom and pairwork. Language Learning 2000, 50(1):119-151. 10.1111/0023-8333.00113.
-
(2000)
Language Learning
, vol.50
, Issue.1
, pp. 119-151
-
-
Oliver, R.1
-
48
-
-
79751479825
-
Feedback alignment: Effective and ineffective links between tutors' and students' understanding of coursework feedback
-
Orsmond P., Merry S. Feedback alignment: Effective and ineffective links between tutors' and students' understanding of coursework feedback. Assessment and Evaluation in Higher Education 2011, 36(2):125-136. 10.1080/02602930903201651.
-
(2011)
Assessment and Evaluation in Higher Education
, vol.36
, Issue.2
, pp. 125-136
-
-
Orsmond, P.1
Merry, S.2
-
49
-
-
33750602193
-
Building instructional leaders' capacity to deliver constructive feedback to teachers
-
Ovando M.N. Building instructional leaders' capacity to deliver constructive feedback to teachers. Journal of Personal Evaluation in Education 2005, 18:171-183. 10.1007/s11092-006-9018-z.
-
(2005)
Journal of Personal Evaluation in Education
, vol.18
, pp. 171-183
-
-
Ovando, M.N.1
-
50
-
-
0000627525
-
The constructivist approach to self-regulation and learning in the classroom
-
Springer, New York, B.J. Zimmerman, H. Schunk (Eds.)
-
Paris S.G., Byrne J.P. The constructivist approach to self-regulation and learning in the classroom. Self-regulated learning and academic achievement: Theory, research, and practice 1989, 169-200. Springer, New York. B.J. Zimmerman, H. Schunk (Eds.).
-
(1989)
Self-regulated learning and academic achievement: Theory, research, and practice
, pp. 169-200
-
-
Paris, S.G.1
Byrne, J.P.2
-
51
-
-
85050835967
-
Learner interaction in synchronous CMC: A sociocultural perspective
-
Peterson M. Learner interaction in synchronous CMC: A sociocultural perspective. Computer Assisted Language Learning 2009, 22(4):303-321. 10.1080/09588220903184690.
-
(2009)
Computer Assisted Language Learning
, vol.22
, Issue.4
, pp. 303-321
-
-
Peterson, M.1
-
53
-
-
77749301373
-
Complexity, cues and relationships: Student perceptions of feedback
-
Pokomy H., Pickford P. Complexity, cues and relationships: Student perceptions of feedback. Active Learning in Higher Education 2010, 11(1):21-30. 10.1177/1469787409355872.
-
(2010)
Active Learning in Higher Education
, vol.11
, Issue.1
, pp. 21-30
-
-
Pokomy, H.1
Pickford, P.2
-
54
-
-
77955911674
-
A preliminary analysis of the effects of coaching feedback on teacher implementation fidelity of " First Step to Success"
-
Rodriguez B.J., Loman S.L., Horner R.H. A preliminary analysis of the effects of coaching feedback on teacher implementation fidelity of " First Step to Success" Behavior Analysis in Practice 2009, 2(2):11-21.
-
(2009)
Behavior Analysis in Practice
, vol.2
, Issue.2
, pp. 11-21
-
-
Rodriguez, B.J.1
Loman, S.L.2
Horner, R.H.3
-
55
-
-
0039921137
-
Formative assessment and the design of instructional systems
-
Sadler D.R. Formative assessment and the design of instructional systems. Instructional Science 1989, 18(2):119-144. 10.1007/BF00117714.
-
(1989)
Instructional Science
, vol.18
, Issue.2
, pp. 119-144
-
-
Sadler, D.R.1
-
56
-
-
84872725814
-
Providing immediate feedback to co-teachers through bug-in-ear technology: An effective method for peer coaching in inclusion classrooms
-
Scheeler M.C., Congdon M., Stansbery S. Providing immediate feedback to co-teachers through bug-in-ear technology: An effective method for peer coaching in inclusion classrooms. Teacher Education and Special Education 2010, 33(1):83-96. 10.1177/0888406409357013.
-
(2010)
Teacher Education and Special Education
, vol.33
, Issue.1
, pp. 83-96
-
-
Scheeler, M.C.1
Congdon, M.2
Stansbery, S.3
-
57
-
-
51249109392
-
Using technology to deliver immediate corrective feedback to preservice teachers
-
Scheeler M.C., Lee D.L. Using technology to deliver immediate corrective feedback to preservice teachers. Journal of Behavioural Education 2002, 11(4):231-241. 10.1023/A:1021158805714.
-
(2002)
Journal of Behavioural Education
, vol.11
, Issue.4
, pp. 231-241
-
-
Scheeler, M.C.1
Lee, D.L.2
-
58
-
-
84872572353
-
Effects of immediate feedback delivered via webcam and bug-in-ear technology on preservice teacher performance
-
Scheeler M.C., McKinnon K., Stout J. Effects of immediate feedback delivered via webcam and bug-in-ear technology on preservice teacher performance. Teacher Education and Special Education 2012, 35(1):77-90. 10.1177/0888406411401919.
-
(2012)
Teacher Education and Special Education
, vol.35
, Issue.1
, pp. 77-90
-
-
Scheeler, M.C.1
McKinnon, K.2
Stout, J.3
-
60
-
-
33751328453
-
The use of self, peer, and teacher assessment as a feedback system in a learning environment aimed at fostering skills of cooperation in a entrepreneurial context
-
Schelfhout W., Dochy F., Janssens S. The use of self, peer, and teacher assessment as a feedback system in a learning environment aimed at fostering skills of cooperation in a entrepreneurial context. Assessment and Evaluation in Higher Education 2004, 29(2):177-201. 10.1080/0260293042000188465.
-
(2004)
Assessment and Evaluation in Higher Education
, vol.29
, Issue.2
, pp. 177-201
-
-
Schelfhout, W.1
Dochy, F.2
Janssens, S.3
-
61
-
-
38349094568
-
The relationship between students' perceptions of portfolio assessment practice and their approaches to learning
-
Segers M.S.R., Gijbels D., Thurlings M. The relationship between students' perceptions of portfolio assessment practice and their approaches to learning. Educational Studies 2008, 34(1):35-44. 10.1080/03055690701785269.
-
(2008)
Educational Studies
, vol.34
, Issue.1
, pp. 35-44
-
-
Segers, M.S.R.1
Gijbels, D.2
Thurlings, M.3
-
62
-
-
84970160460
-
Cognitive conceptions of learning
-
Shuell T. Cognitive conceptions of learning. Review of Educational Research 1986, 56(4):411-436. 10.3102/00346543056004411.
-
(1986)
Review of Educational Research
, vol.56
, Issue.4
, pp. 411-436
-
-
Shuell, T.1
-
63
-
-
40049092173
-
Focus on formative feedback
-
Shute V. Focus on formative feedback. Review of Educational Research 2008, 78(1):153-189. 10.3102/0034654307313795.
-
(2008)
Review of Educational Research
, vol.78
, Issue.1
, pp. 153-189
-
-
Shute, V.1
-
65
-
-
79960861072
-
Investigating university tutor perceptions of assessment feedback: Three types of tutor beliefs
-
Tang J., Harrison C. Investigating university tutor perceptions of assessment feedback: Three types of tutor beliefs. Assessment and Evaluation in Higher Education 2011, 36(5):583-604. 10.1080/02602931003632340.
-
(2011)
Assessment and Evaluation in Higher Education
, vol.36
, Issue.5
, pp. 583-604
-
-
Tang, J.1
Harrison, C.2
-
66
-
-
34447570999
-
Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework
-
Tang S.Y.F., Chow A.W.K. Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework. Teaching and Teacher Education 2007, 23(7):1066-1085. 10.1016/j.tate.2006.07.013.
-
(2007)
Teaching and Teacher Education
, vol.23
, Issue.7
, pp. 1066-1085
-
-
Tang, S.Y.F.1
Chow, A.W.K.2
-
67
-
-
84858177185
-
Development of the Teacher Feedback Observation Scheme: Evaluating the quality of feedback in peer groups
-
Thurlings M., Vermeulen M., Kreijns C., Bastiaens T.J., Stijnen P. Development of the Teacher Feedback Observation Scheme: Evaluating the quality of feedback in peer groups. Journal of Education for Teaching 2012, 38(2):193-208. 10.1080/02607476.2012.656444.
-
(2012)
Journal of Education for Teaching
, vol.38
, Issue.2
, pp. 193-208
-
-
Thurlings, M.1
Vermeulen, M.2
Kreijns, C.3
Bastiaens, T.J.4
Stijnen, P.5
-
68
-
-
0034410056
-
Learning from portfolios: Differential use of feedback in portfolio construction
-
Tillema H.H., Smith K. Learning from portfolios: Differential use of feedback in portfolio construction. Studies in Educational Evaluation 2000, 26(3):193-210. 10.1016/S0191-491X(00)00015-8.
-
(2000)
Studies in Educational Evaluation
, vol.26
, Issue.3
, pp. 193-210
-
-
Tillema, H.H.1
Smith, K.2
-
69
-
-
76349096594
-
Closing the achievement gap through evidence-based inquiry at multiple levels of the education system
-
Timperley H., Parr J.M. Closing the achievement gap through evidence-based inquiry at multiple levels of the education system. Journal of Advanced Academics 2007, 19(1):90-115. 10.4219/jaa-2007-706.
-
(2007)
Journal of Advanced Academics
, vol.19
, Issue.1
, pp. 90-115
-
-
Timperley, H.1
Parr, J.M.2
-
70
-
-
84872706884
-
E-feedback's impact of ESL writers' revisions
-
Paper presented at the Annual Meeting of Teachers of English to Speakers of Other Languages (TESOL), St. Louis.
-
Tuzi, F. (2001). E-feedback's impact of ESL writers' revisions. Paper presented at the Annual Meeting of Teachers of English to Speakers of Other Languages (TESOL), St. Louis.
-
(2001)
-
-
Tuzi, F.1
-
71
-
-
84857366498
-
Evidence on the effectiveness of comprehensive error correction in second language writing
-
Van Beuningen C.G., de Jong N.H., Kuiken F. Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning 2012, 62(1):1-41. 10.1111/j.1467-9922.2011.00674.x.
-
(2012)
Language Learning
, vol.62
, Issue.1
, pp. 1-41
-
-
Van Beuningen, C.G.1
de Jong, N.H.2
Kuiken, F.3
-
72
-
-
84909065724
-
Anchored instruction and its relation to situated cognition
-
VanderBilt Cognition and Technology Group
-
VanderBilt Cognition and Technology Group Anchored instruction and its relation to situated cognition. Educational Researcher 1990, 19(6):2-10. 10.3102/0013189X019006002.
-
(1990)
Educational Researcher
, vol.19
, Issue.6
, pp. 2-10
-
-
-
73
-
-
80052544756
-
Effects of feedback in a computer-based assessment for learning
-
Van der Kleij F.M., Eggen T.J.H.M., Timmers C.F., Veldkamp B.P. Effects of feedback in a computer-based assessment for learning. Computers & Education 2012, 58:263-272. 10.1016/j.compedu.2011.07.020.
-
(2012)
Computers & Education
, vol.58
, pp. 263-272
-
-
Van der Kleij, F.M.1
Eggen, T.J.H.M.2
Timmers, C.F.3
Veldkamp, B.P.4
-
75
-
-
33846699999
-
Do students value feedback? Student perceptions of tutors' written responses
-
Weaver M.R. Do students value feedback? Student perceptions of tutors' written responses. Assessment and Evaluation in Higher Education 2006, 31(3):379-394. 10.1080/02602930500353061.
-
(2006)
Assessment and Evaluation in Higher Education
, vol.31
, Issue.3
, pp. 379-394
-
-
Weaver, M.R.1
-
76
-
-
0002256025
-
Instructive feedback: Review of parameters and effects
-
Werts M.G., Wolery M., Holcombe A., Gast D.L. Instructive feedback: Review of parameters and effects. Journal of Behavioural Education 1995, 5(1):55-75. 10.1007/BF02110214.
-
(1995)
Journal of Behavioural Education
, vol.5
, Issue.1
, pp. 55-75
-
-
Werts, M.G.1
Wolery, M.2
Holcombe, A.3
Gast, D.L.4
-
77
-
-
7544222283
-
Case study of online workshop for the professional development of teachers
-
Yang S.C., Liu S.F. Case study of online workshop for the professional development of teachers. Computers in Human Behavior 2004, 20(6):733-761. 10.1016/j.chb.2004.02.005.
-
(2004)
Computers in Human Behavior
, vol.20
, Issue.6
, pp. 733-761
-
-
Yang, S.C.1
Liu, S.F.2
-
78
-
-
60449106143
-
Using online annotations to support error correction and corrective feedback
-
Yeh S.W., Lo J.J. Using online annotations to support error correction and corrective feedback. Computers & Education 2009, 52(4):882-892. 10.1016/j.compedu.2008.12.014.
-
(2009)
Computers & Education
, vol.52
, Issue.4
, pp. 882-892
-
-
Yeh, S.W.1
Lo, J.J.2
|