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Levels of Feedback Observed in Kinde...

ProQuest Information and Learning Co.

Levels of Feedback Observed in Kindergarten Classrooms : = Perceptions and Reality.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Levels of Feedback Observed in Kindergarten Classrooms :/
Reminder of title:	Perceptions and Reality.
Author:	Johnson, Jacqueline.
Description:	1 online resource (123 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355599930

Levels of Feedback Observed in Kindergarten Classrooms : = Perceptions and Reality.
Johnson, Jacqueline.

Levels of Feedback Observed in Kindergarten Classrooms :Perceptions and Reality. - 1 online resource (123 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--East Tennessee State University, 2017.

Includes bibliographical references

The most powerful influence on student achievement is the classroom teacher and the most effective instructional strategy teachers can use to increase student learning and achievement is effective feedback (Hattie & Timperley, 2007). The research on teacher feedback in kindergarten classrooms is scarce therefore this study helps reduce the void in the literature on the importance of teacher feedback in kindergarten classrooms.

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

Mode of access: World Wide Web

ISBN: 9780355599930Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Levels of Feedback Observed in Kindergarten Classrooms : = Perceptions and Reality.
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020 $a 9780355599930
035 $a (MiAaPQ)AAI10757683
035 $a AAI10757683
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Johnson, Jacqueline. $3 1192478
245 1 0 $a Levels of Feedback Observed in Kindergarten Classrooms : $b Perceptions and Reality.
264 0 $c 2017
300 $a 1 online resource (123 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Adviser: Rosemary Geiken.
502 $a Thesis (Ph.D.)--East Tennessee State University, 2017.
504 $a Includes bibliographical references
520 $a The most powerful influence on student achievement is the classroom teacher and the most effective instructional strategy teachers can use to increase student learning and achievement is effective feedback (Hattie & Timperley, 2007). The research on teacher feedback in kindergarten classrooms is scarce therefore this study helps reduce the void in the literature on the importance of teacher feedback in kindergarten classrooms.
520 $a The purpose of this study was to examine effective teachers' perceptions of the amount and kind of feedback they provide to their students and to determine if their perceptions match the feedback they actually provide. The participants in the study were four teachers from a public elementary school in middle Tennessee. Each teacher received the rating of effective teacher according to their 2015--2016 state-wide teacher evaluation.
520 $a This study is based upon Lev Vygotsky's sociocultural theory which proclaims student learning can be increased when teachers provide the necessary support to complete a task at a level higher than their current level of functioning. Teacher feedback is an effective and efficient instructional strategy to bridge the gap between students' actual level of understanding and the level required to become independently successful. It is important, therefore that teachers become knowledgeable of feedback that will encourage rather than discourage independent learning.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Early childhood education. $3 557157
650 4 $a Education. $3 555912
650 4 $a Elementary education. $3 1148439
655 7 $a Electronic books. $2 local $3 554714
690 $a 0518
690 $a 0515
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a East Tennessee State University. $3 1183354
773 0 $t Dissertation Abstracts International $g 79-07A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10757683 $z click for full text (PQDT)

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