國立虎尾科技大學 |

The Best Practices in Providing Feedback to Kindergarten Students in Literacy.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Best Practices in Providing Feedback to Kindergarten Students in Literacy./
作者:	Toetz, Rebecca.
面頁冊數:	1 online resource (108 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355916430

The Best Practices in Providing Feedback to Kindergarten Students in Literacy.
Toetz, Rebecca.

The Best Practices in Providing Feedback to Kindergarten Students in Literacy. - 1 online resource (108 pages)

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

Thesis (Ph.D.)--Cardinal Stritch University, 2018.

Includes bibliographical references

The study was designed to study the best practices in providing feedback to kindergarten students in literacy. The study utilized the best practices for teaching literacy, according to the literature, of using technology and small group instruction combined with the best practices for providing feedback which includes students setting clear goals, self-assessment, and peer assessment.

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

Mode of access: World Wide Web

ISBN: 9780355916430Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

The Best Practices in Providing Feedback to Kindergarten Students in Literacy.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Carroll E. Bronson.
502 $a Thesis (Ph.D.)--Cardinal Stritch University, 2018.
504 $a Includes bibliographical references
520 $a The study was designed to study the best practices in providing feedback to kindergarten students in literacy. The study utilized the best practices for teaching literacy, according to the literature, of using technology and small group instruction combined with the best practices for providing feedback which includes students setting clear goals, self-assessment, and peer assessment.
520 $a The subjects were 109 kindergarten students that came from three different elementary schools within the same suburban school district outside of a large Midwestern city. Classes were divided up into two experimental groups and one control group. The teachers that volunteered to do the experiment used either technology based feedback or small group instruction based feedback during literacy instruction for a period of eight weeks. Three different assessments were used pre and post experiment. The control group was given those same assessments following the same timeline. The assessments included the Phonological Awareness Literacy Screener (PALS) spelling assessment, Teachers College sight word list, and Teachers College reading level running record assessment. A focus group interview was also completed with the teachers that participated in the experimental groups, after the feedback practices were implemented and after the assessments were given.
520 $a The findings of the study demonstrated that there are some significant differences between the control group and the experimental groups on the assessments. The assessment with the most significance was the PALS spelling assessment. Both the experimental groups, small group, and technology based feedback group, had statistically significant higher scores than the control group. The technology based feedback group grew the most from pre to posttest on all three assessments, and had the highest mean posttest scores on two of the three assessments, which included the sight word assessment and the PALS spelling assessment.
520 $a The research is important because the more that teachers can be prepared to provide the correct type of feedback (not just praise) for specific learner centered goals, the more students will achieve, especially in the area of kindergarten literacy.
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