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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 Hits 21 – 40 of 105 21 Agentic neglect: teachers as gatekeepers of England's national computing curriculum Larke, L. - 2019 BASE Show details 22 Teachers' perceptions of learner engagement in L2 classroom task-based interaction Dao, Phung; Mai Xuan Nhat Chi Nguyen,; Iwashita, Noriko. - : Routledge, 2019 BASE Show details 23 Continuing Professional Development and teachers’ perceptions and practices - A tenable relationship IGA Lokita Purnamika Utami; Sarah Prestridge; Ali Saukah... In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 1, Pp 108-118 (2019) (2019) BASE Show details 24 Influential Factors of Motivations and Perceptions of Teaching among Teacher Students Manoocher Jafarigohar; Mohammad Zeinali In: Applied Linguistics Research Journal, Vol 3, Iss 4, Pp 59-69 (2019) (2019) BASE Show details 25 Teacher Perceptions of Inclusion and Students with Autism Keener, Nancy In: Electronic Theses and Dissertations (2018) BASE Show details 26 Parental Involvement: A Transcendental Phenomenological Study of Perspectives of Parents, Teachers, Students and Community Leaders in a Rural Community Connell, Donna W. In: Doctoral Dissertations and Projects (2018) BASE Show details 27 Implementing Content and Language Integrated Learning (CLIL) in Estonia: Subject and language teacher perspective Anna Dvorjaninova; Ene Alas In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 14, Pp 41-57 (2018) (2018) BASE Show details 28 Teaching Learners of English as an Additional Language: Re-Conceptualizing Mainstream Teacher Preparedness in the Growing Linguistic Mosaic of Ontario Lee, Nina. - : Brock University, 2017 BASE Show details 29 An Exploration of Teacher and Student Perceptions of Classroom Assessment Redmond, Nicole Susan. - : Brock University, 2017 BASE Show details 30 Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study Askin, Carol Annabel In: Boise State University Theses and Dissertations (2017) BASE Show details 31 Secondary teacher perceptions of the Common Core State Standards ... Bakenhus, Judith Ann. - : University of Southern California Digital Library (USC.DL), 2017 BASE Show details 32 ELEMENTARY TEACHERS’ KNOWLEDGE, PRACTICES, AND PERCEPTIONS OF TEACHING ENGLISH LEARNERS ... Adams, Wauchilue D.. - : Digital Repository at the University of Maryland, 2017 BASE Show details 33 The Mediating Effects of Science Classroom Talk on the Understanding of Earth-Sun-Moon Concepts with Middle School Students Who are Deaf or Hard of Hearing Clancy, Shannon M. In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1483721076314004 (2017) BASE Show details 34 Levels of Feedback Observed in Kindergarten Classrooms: Perceptions and Reality Johnson, Jacqueline In: Electronic Theses and Dissertations (2017) Abstract: 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. 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. 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. The qualitative design of this study included observing and analyzing teacher feedback during whole group instruction in kindergarten classrooms. The researcher collected data on four observed levels of teacher feedback: feedback about the task, feedback about the process, feedback about self-regulation and personal feedback about the self. Teachers’ perceptions of the kinds of feedback they provide most frequently did not match observed levels of feedback. The participants perceived themselves to provide more feedback about the process and self-regulation which are the most effective levels of feedback to increase student achievement. Their perceptions did not match observed levels of feedback provided to their students. The results of this study may be used as a catalyst for districts to provide professional development to instruct teachers how to effectively use the four levels of teacher feedback to increase student academic progress. Keyword: Early Childhood Education; Effective Teachers; Feedback; Kindergarten Students; Teacher Perceptions URL: https://dc.etsu.edu/etd/3337 https://dc.etsu.edu/cgi/viewcontent.cgi?article=4790&context=etd BASE Hide details 35 A Case Study on Educators' Perceptions of Leader Behaviors Throughout Response-to-Intervention Implementation ID: 11941 Strickland, Thomas In: Doctoral Dissertations and Projects (2017) BASE Show details 36 An Exploration of Elementary Teachers' Beliefs and Perceptions About Science Inquiry: A Mixed Methods Study Hamadeh, Linda In: Dissertations (2017) BASE Show details 37 Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom Stone, Lisa In: Early Childhood and Elementary Education Dissertations (2017) BASE Show details 38 Ways in which middle leaders support teachers in integrating digital technology Haycock, Linda. - 2017 BASE Show details 39 Ways in which middle leaders support teachers in integrating digital technology Haycock, Linda. - 2017 BASE Show details 40 Ways in which middle leaders support teachers in integrating digital technology Haycock, Linda. - 2017 BASE Show details Page: 1 2 3 4 5 6

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