國立虎尾科技大學 |

The Role of Student and Teacher Feedback on Teachers' Instructional Decision Making.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Role of Student and Teacher Feedback on Teachers' Instructional Decision Making./
作者:	Tedrow, Staci.
面頁冊數:	1 online resource (123 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355908190

The Role of Student and Teacher Feedback on Teachers' Instructional Decision Making.
Tedrow, Staci.

The Role of Student and Teacher Feedback on Teachers' Instructional Decision Making. - 1 online resource (123 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--Fordham University, 2018.

Includes bibliographical references

This qualitative case study focused on the extent to which adolescent special education teachers consider feedback given to and received from students when making instructional decisions. Drawing on a theory on formative assessment, the researcher used three qualitative data collection methods including classroom observations, interviews, and artifacts. An inductive generation of themes relating to each research question was used to analyze the data. The findings revealed three primary factors that led teachers to make instructional changes based on feedback given or received: teachers' hopes for their students, teachers' willingness to make specific changes, and teachers' need for systemic support. In addition, four types of changes were made to classroom instruction or assessment: changes for teacher reflection, strategic and content-based changes, changes to the delivery of instruction, and changes in access to opportunities. Recommendations for future research were suggested such as focusing on students' perceptions and uses of feedback, as well as investigating the effectiveness and perceptions of technology-based feedback mechanisms.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355908190Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

The Role of Student and Teacher Feedback on Teachers' Instructional Decision Making.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
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504 $a Includes bibliographical references
520 $a This qualitative case study focused on the extent to which adolescent special education teachers consider feedback given to and received from students when making instructional decisions. Drawing on a theory on formative assessment, the researcher used three qualitative data collection methods including classroom observations, interviews, and artifacts. An inductive generation of themes relating to each research question was used to analyze the data. The findings revealed three primary factors that led teachers to make instructional changes based on feedback given or received: teachers' hopes for their students, teachers' willingness to make specific changes, and teachers' need for systemic support. In addition, four types of changes were made to classroom instruction or assessment: changes for teacher reflection, strategic and content-based changes, changes to the delivery of instruction, and changes in access to opportunities. Recommendations for future research were suggested such as focusing on students' perceptions and uses of feedback, as well as investigating the effectiveness and perceptions of technology-based feedback mechanisms.
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