Dissertations / Theses on the topic 'Feedback literacy'
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Apostolakis, Roberta. "Literacy Coaching: Approaches, Styles, and Conversations." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/27698.
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This study is an investigation of teachersâ perspectives on coaching activities and styles of feedback language used by literacy coaches. Because literacy coaching processes represent a common approach to school-based teacher learning, it is wise to examine their usefulness. The teachers being coached have a key role in shaping and informing the coaching process. Their thoughts on helpful coaching activities and feedback language are important and could enlighten stakeholders in professional development of teachers. The data collection tools for this study included teacher questionnaires and a video-taped session with a focus group of elementary education teachers. The main findings were that teachers perceived literacy coaching activities, especially co-teaching and visiting colleagues, most helpful to construct conceptual and procedural knowledge when they include opportunities for on-going collaboration, teacher autonomy, and active construction of knowledge, and when they occur in classrooms settings with practice and feedback. These findings have implications for why and how educators do professional development in schools.Ed. D.
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Yanez-Monje, Veronica. "Exploring teachers' interpretations of feedback in primary literacy classroom settings." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/exploring-teachers-interpretations-of-feedback-in-primary-literacy-classroom-settings(5829093e-8638-41d3-b4d2-3ccb2a8459bd).html.
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It is now widely acknowledged that formative assessment can be beneficial to students’ learning. However, there is also evidence that teachers encounter a range of issues in the enactment of formative practice inside the classroom (Black & Wiliam, 1998, 2003, 2006, 2009, 2012; Swaffield, 2011). This study investigates teachers’ interpretations of feedback in terms of theory and practice and it explores how this might be informed by their conceptions of learning in the context of primary literacy lessons. This research involves three Year 5 teachers and one Year 4 from three different primary schools in London. The main sources of data comprise classroom observations and teachers’ interviews. The lessons observed were centred on teacher feedback relating to language and literacy issues in ordinary classroom settings. A semi- structured interview format was used to explore the teachers’ interpretation and intentions in the feedback process. Follow-up interviews with the teachers were carried out in order to ask them to comment on specific instances informed by the lessons observed. The main findings reveal diverse perspectives and nuances that arise when teachers describe the complexities involved with verbal and written forms of feedback. Furthermore, the data analysis illustrates how the intersection between principles of assessment and individual teacher’s views on learning, influence the different ways in which they manage to balance competing priorities for expressing quality of work; and how their feedback practice relates to what they believe formative assessment is. It is envisaged that this study contributes to our understanding of the conceptual and pedagogic complexity of teacher feedback in formative assessment. The implications of this work are relevant to teacher professional development and school development.
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Donovan, Lauren Kimener. "Examining the Effect of Performance Feedback on Family Literacy Practices." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491313944978423.
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Miles, Martin Paul. "Using talking computers to help children experiencing literacy difficulties." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312069.
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Archer, Elizabeth. "Bridging the gap : optimising a feedback system for monitoring learner performance." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/26608.
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Globally, a wealth of educational data has been collected on learner performance in a bid to improve and monitor the quality of education. Unfortunately, the data seem to have had only limited influence on learning and teaching in classrooms. This thesis aimed to bridge this gap between the availability of learner performance data and their use in informing planning and action in schools. A design research approach was used to optimise the feedback system for the South African Monitoring system for Primary schools (SAMP). Design research aims to produce both an intervention to address a complex real-world challenge and to develop design guidelines to support other designers faced with similar challenges in their own context. In this research, the process of developing and improving the feedback system was also used to examine ways of facilitating the use of the feedback. Multiple cycles of design, implementation and evaluation of four different prototypes of the feedback system were conducted, employing evaluations from both experts (e.g. Dutch and South African academics, research and educational psychologists, instrument designers and teacher trainers) as well as school users (teachers, principals and HoDs). Mixed methods were employed throughout the study, with different sub-samples of school users sampled from the population of 22 schools (English, Afrikaans and Sepedi) in the Tshwane region participating in SAMP. The various research cycles incorporated interviews, observations, journals, questionnaires, the Delphi technique and expert evaluations to examine not only data-use, but also aspects such as problem-solving, planning, data-literacy and attitudes towards evidence-based practice in the schools. Data was analysed using Rasch Modelling, descriptive statistics and computer-aided qualitative data analysis. The study showed that an effective feedback system facilitates appropriate use through a gradual process of enlightenment, is flexible and responsive to user inputs, values collaboration and includes instrument, reporting and support components in its design. An optimum feedback system also positively influences school feedback and monitoring culture by providing opportunities for positive experiences with feedback and increasing data-literacy. This improves the chances of feedback being used for planning, decision-making and action in the schools. An effective feedback system must also offer a comprehensive package to accommodate different users, with various levels of data sophistication, functioning in diverse contexts. The research also showed that an effective feedback system mediates thinking about educational instruction and curriculum and can therefore be a potent change agent. Use of clear, simple, intuitive data presentation in the feedback system allows for experiential learning to increase user data-literacy. The design research approach employed in this study offers an appropriate and powerful approach to adapting, developing and optimising a feedback system. User involvement in design research ensures greater contextualisation and familiarity with the system, while engendering trust and a greater sense of ownership, all of which increase the receptiveness and responsiveness of users to feedback. Finally, the research also contributed design guidelines for other developers of feedback systems, an integrated conceptual framework for use of monitoring feedback and a functioning feedback system employed by 22 schools in the Tshwane region.Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Torstensson, Laura. ""Det kan ju hända jättemycket från när man är 10 år till att man är 30" : En studie kring några elever och lärares syn på läs- och skrivinlärning, motivation och feedback." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43395.
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Mitt arbete syftar till att utifrån 10 elever och 2 lärares perspektiv på läs- och skrivinlärning få en ökad förståelse för vad elever blir motiverade av i läs- och skrivundervisningen. Detta ska i sin tur leda vidare till en förståelse för hur elever och lärare tänker kring feedback. Arbetets empiri utgörs av kvalitativa semistrukturerade intervjuer för att få en ökad förståelse inom området. Mina resultat visar att eleverna vill jobba med sådant som intresserar dem, dessutom vill de få möjligheten att använda sin fantasi. De vill även jobba praktiskt och använda kroppen i undervisningen vilket lärarna bekräftar i intervjuerna. Resultaten visar också att eleverna ser på feedback med olika perspektiv där belöningar har olika värde för eleverna vilket lärarna inte är medvetna om.
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Olszewski, Arnold. "Modeling Alphabet Skills as Instructive Feedback within a Phonological Awareness Curriculum." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6005.
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This study investigated the use of instructive feedback for modeling early literacy skills. Instructive feedback is defined as the presentation of additional information during the positive feedback phase of learner trials. Thus, it is a way of modeling additional information when students respond to a trial correctly. Previous studies have demonstrated that instructive feedback can facilitate students’ observational learning of skills, such as sight words, numerals, and vocabulary. Instructive feedback has yet to be investigated when modeling early literacy skills.
A modified version of an evidence-based early literacy intervention, PAth to Literacy, was used. Studies examining the efficacy of this intervention have shown it to be effective for teaching phonological awareness (PA) skills, including blending, segmenting, word part identification, and initial phoneme identification. Alphabet instruction is included in the intervention, although effects have been minimal. Instructive feedback was investigated as a novel method of incorporating alphabet instruction within a scripted phonological awareness intervention. Instructive feedback that modeled letter names and letter-sound correspondences was included during the positive feedback in PAth to Literacy.
A multiple baseline design across sets of letters was used to determine whether students acquire letter names and sounds through observational learning. Each phase of the study included instructive feedback that modeled names and sounds for a set of four letters. Upon completion of each phase, a new set of four letters was introduced. An Alphabet Mastery Monitor was used to measure student growth on alphabet skills. Student progress on PA tasks also was measured using a researcher-developed PA Fluency Measure. It was hypothesized that students would learn letters modeled through instructive feedback during each phase and would demonstrate progress on the PA skills taught through direct instruction. The six children who completed the experiment demonstrated gains in phonological awareness skills following instruction with PAth to Literacy. However, there were no consistent gains on alphabet skills following instructive feedback.
A second experiment was conducted to determine whether changes in the delivery of instructive feedback resulted in gains on the Alphabet Mastery Monitor. Researchers served as interventionists and instruction was delivered one-on-one. The instructive feedback was modified to include a progressive time delay and letters were discriminated from a field of four. Eight children completed the full intervention. All children demonstrated gains on phonological awareness and alphabet knowledge following instruction, indicating that a modified version of instructive feedback can be used to teach alphabet skills. Information from this study will inform clinical practice for educators including speech-language pathologists. Instructive feedback is a useful tool for educators and speech language pathologists to use when teaching early language and literacy skills.
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Howell, Emily A. "Using explicit teaching, modeling, and feedback to facilitate vocabulary instruction for early childhood educators." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1112.
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Early childhood teachers attend in-service trainings to continue their education after entering the workforce. The effectiveness of in-service training is being studied by many researchers. Some researchers postulate that adding modeling of the behavior and follow-up feedback to in-service trainings increases the ability of early childhood teachers to implement newly learned behaviors. The study investigated the effects of an instructional package (explicit teaching, modeling, and feedback) on early childhood students' implementation of vocabulary behaviors during shared storybook reading. The three vocabulary behaviors studied were selecting and stressing words, explaining and relating words, and repetition. Two case studies were completed with early childhood students, using a single-subject multiple-probe design across behaviors. Participants were baselined across all three behaviors. The behaviors were taught individually using explicit teaching and modeling. When criterion was reached, a new behavior was trained and modeled. Participants were given feedback on their performance, as well. Results showed the participants were able to implement selecting and stressing words and repetition during shared storybook reading after explicit training and modeling. The implementation of explaining and relating behaviors required additional feedback and reteaching for the participants to reach criterion. The study supports the research indicating that modeling and feedback improve early childhood students' abilities to implement newly learned skills.
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Haski, Heidi. "Increasing Student Engagement and Embedded Learning Opportunities in Early Literacy Instruction at an Urban Preschool through Teacher Instructional Support and Feedback." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1336683142.
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Shuttleworth, Christina Cornelia. "Towards a financial literacy model as a coordinating interface between financial information and decision makers." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09262009-093743/.
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Han, Young Joo. "Feedback and Transfer in Second Language Writing: A Qualitative Study of ESL Students' Experiences." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498779154665613.
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Aguiton, Rhonda Lisa. "A Descriptive Study of Teacher Candidates’ Reflective Thinking During Literacy Tutoring Clinical Experiences." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525124978865095.
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Taylor, Carisa Marie. "The Effects of Repeated Writing on Secondary Students' Writing Fluency." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275166276.
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Norberg, Anna-Maija. "Undervisning och bedömning i svenska på högstadiet : Elever i årskurs 7 skriver saga och recension." Licentiate thesis, Stockholms universitet, Institutionen för språkdidaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-121358.
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Hadia, Gharnasa M. "An analysis of english academic writing in a Libyan university." University of the Western Cape, 2020. http://hdl.handle.net/11394/7356.
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Philosophiae Doctor - PhDThis study explores English academic writing in a Libyan university. The results show a number of challenges and issues that Libyan university students experience in using English for academic writing. The study suggests intervention procedures that may correct students’ linguistic academic deficiencies. Using Gee (1999)’s D/discourse theory and Bourdieu’s theory of habitus and field, which view writing as a social practice embedded in social activities, the study takes a purely qualitative approach, presenting data descriptions by both students and lecturers. The sample size of the investigation is eight – four lecturers and four students. The data was collected mainly through classroom observation, open-ended interviews and an analysis of students’ assignment essays. The results indicate several areas of challenge for Libyan students with regard to academic writing; a lack of adequate ‘scaffolding’, a lack of ample time spent on authentic practice, and inappropriate immediate feedback. Findings also show a lack of teaching methods and strategies that correct syntactical and morphological errors, and a lack of skills – research skills. Further to this, results revealed a lack of synthesis and summary skills, referencing skills – and a lack of confidence in tackling academic writing tasks. In addition, the lack of appropriate materials to consult was a contributing factor, as was students’ social and economic status. The study calls for various interventions that may assist students to acquire academic writing skills and hence develop a sense of confidence in taking on academic tasks.
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Hallberg, Ingrid. "Kamratrespons i högre utbildning : - att sätta texter i rörelse." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35565.
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Many students who come to universities and colleges find it difficult to acquire a well-functioning academic language, especially in writing. This is confirmed in several studies (Ahlm m.fl. 2009, Ask, 2005, 2007, Hoel 2010). One measure that is called for is concerted activities, which help to socialize students into the academy. The aim of this essay is to use the students’ experiences to elucidate and analyse the conditions for peer response in process-oriented writing in higher education, the difficulties it entails, and its consequences for teach-ing and learning. The students’ experiences of and attitudes to peer response in relation to academic literacy are studied and analysed critically in a course on the use of academic lan-guage. The empirical section presents the implementation and results of the selected methods – a questionnaire and interview with 30 and 5 students respectively on a professional educa-tion programme during their first year of study. The result shows a close correspondence be-tween the students’ experiences of peer response linked to their experiences of their develop-ment of academic writing, but also between their experiences of peer response and attitudes to and experiences of their knowledge of academic writing. The study also demonstrates the students’ experiences of success factors and pitfalls of peer response. The success factors concern metalanguage, working with a clear structure, reading and discussion of texts, and the need for an open, secure climate. The students’ experiences of the pitfalls of peer response concern, on the one hand, socio-emotional and psychological aspects in relation to the other students, for example the difficulty of balancing the response, and especially of daring to crit-icize a text sharply. On the other hand, it concerns the fear of not being good enough because of inadequate knowledge of academic language and academic text.
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Xerri, Agius Stephanie. "Reading and writing about unseen literary texts at a post-16 school in Malta : practices, perceptions, feedback, and challenges." Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/40704.
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This study explores the practices of preparing students for reading and writing about unseen literary texts at a post-16 school in Malta. The types of feedback students receive on their essays about unseen literary texts are also examined. This study discusses whether students apply their teachers’ feedback to future writing. Data collection occurred through semi-structured interviews with students and teachers, and classroom observation. The study adopts an interpretivist paradigm, and data were analyzed according to a grounded theory methodology. The reported findings are presented according to four elements of grounded theory: Processes, Actions, Perceptions, and Challenges. The study’s main contribution is to present interconnected research on three categories: reading, writing, and feedback. Primarily, how reading and writing about unseen texts take place, how they are perceived, and the challenges students face. This leads to a consideration of teacher feedback on writing, how it is provided and perceived, feedback application and challenges in the latter. Students’ and teachers’ perceptions in shaping practices emerged as a recurring issue in all three categories. The perceptions also highlight a number of challenges pertaining to writing essays and using teacher feedback. The study concludes that the differing perceptions held by teachers might be influencing the students’ attitudes towards unseen literary texts, leading to a fear of literary criticism and writing. Hence, holding more dialogues between teachers and students on the nature of reading and writing about unseen texts is suggested. Another conclusion heightens the need for more work on feedback provision and application. Timing and the language of feedback emerged as pressing issues over which there was doubt and uncertainty. These conclusions prompt further research and training on the multifaceted nature of reading and writing about unseen texts, and feedback application.
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Alvero, Aaron J. "Efficacy and Implementation of Automated Essay Scoring Software in Instruction of Literacies to High Level ELLs." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2569.
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This thesis explored the integration of automated essay scoring (AES) software into the writing curriculum for high level ESOL students (levels 3, 4, and 5 on a 1-5 scale) at a high school in Miami, Fl. Issues for Haitian Creole speaking students were also explored. The Spanish and Haitian Creole speaking students were given the option to write notes, outlines, and planning sheets in their L1.
After using AES in the middle of the writing process as a revision assistant tool, 24 students responded to a Likert Scale questionnaire. The students responded positively to the AES based on the results of the Likert scale questionnaire: 71% responded “agree” and “strongly agree” to the question “Other students would benefit from using writing software before handing in a final draft.” Also, the majority reported that they valued teacher feedback. None of the students chose to use their L1 to write notes/outlines.
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Nnachetam, Amanda Alexandria. "Providing parents with young children's performance feedback information: Effects on vocabulary and pre-literacy development." 2010. https://scholarworks.umass.edu/dissertations/AAI3409637.
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This study examined the effects of performance feedback information on parenting practices that contribute to development of vocabulary and pre-literacy skills. Fifty-one dyads of parents and their pre-school aged children were randomly assigned to one of three treatment groups. Group one received full treatment including a workshop and feedback. Group two, designated as the control group, did not receive the feedback portion of the treatment; and group three, designated as a wait list control group, received neither the workshop nor performance feedback. All participating parents were administered a survey of parenting practices that lead to vocabulary and pre-literacy development. Treatment produced significant results for the vocabulary measure; however, the data did not yield a significant result for the cognitive measure. There appeared to be a significant difference between the treatment group and the wait list control group. This difference was not found when comparing the treatment group to the control group, or when comparing the control to the wait list control. Also, feedback was shown to have an effect on only one of the five parenting practices surveyed.
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Wu, Chin-Tsung, and 吳錦宗. "The Influence of Exerting Pupil Tribe Feedback in Chinese Writing Practice on the Blog Does to the Primary School High Grade Student’s Literate Ability." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/14652973395976773096.
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碩士亞洲大學
資訊工程學系碩士在職專班
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SUMMARY This study purpose lies in the writing feedback of primary school high grade tribe on the blog do the influence of their Chinese native literate abilities. This research object is in one of the primary schools high grade pupils in Taichung county, the experiment is divided into two steps to proceed: The first step adopted the preexperimental design (one-group pretest-posttest design). We have 33 pulies to take part in. This purpose is to study the writing revised process with pupils tribe feedback on the blog and the influence of obtaining effective articles do with the high grade puplies’ Chinese native writing abilities. The second step adopted the quasi-experimental design to process (nonequivalent-control group design). We have 63 pulies to join in : 33 pupils in experiment group and 30 ones in controlled group. This research purpose is separately exerting blog and in written method to proceed the rating order of appreciating articles, which, how they do the influence of pupils writing effect, and how they do the change to the pupils’ abilities to appreciate articles and rate order after the experiment. During the experiment period, we serve with student’s interview, the evaluators’ self-reflection, and the researchers’ observation record to search the data. This study conclusions line as follows: 1. Exert blog to proceed pupils tribe feedback and to revise the articles, the process of pupils writing effect is obvious. 2. The relation ship between the students’ effective number of feedback articles obtained from the blog and their writing achievement has no obvious difference. 3. Adopted anonymous method to proceed the pupils’ feedback gives them more courage to express their own articles, ideas and suggestions. 4. To appreciate articles and have feedback to rate their order on the blog are obviously progressive to pupils’ writing effect; while that in written ones have no obvious difference. 5. To appreciate articles and have feedback to rate the writing order on the blog, and that in written articles, which are linked to that of the expert’s rating order, and both have the reinforcement toward the positive aspect. 6. The system of pupils tribe feedback help to promote their effect and interest. Key words : blog, writing effect, appreciation order, tribe feedback.