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Early Literacy Abilities in Spanish-English Emergent Bilingual Children from Varied Dialectal Backgrounds
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In: Graduate Theses and Dissertations (2018)
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Trends, affordances, and implications for learners' literacy and identity options: A systematic review of studies on transnational education
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In: Electronic Thesis and Dissertation Repository (2018)
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The effect of a professional development model on early childhood educators’ direct teaching of beginning reading
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In: Research outputs 2014 to 2021 (2017)
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Closing the achievement gap through parent education and quantitative linguistic feedback: The use of LENA Start to improve the home linguistic environment and parental knowledge of child development
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In: Graduate Theses and Dissertations (2017)
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An Examination of Concepts of School Readiness Among Parents and Educators in Ireland
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In: Reports (2017)
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Levels of Feedback Observed in Kindergarten Classrooms: Perceptions and Reality
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In: Electronic Theses and Dissertations (2017)
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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.
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Keyword:
Early Childhood Education; Effective Teachers; Feedback; Kindergarten Students; Teacher Perceptions
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URL: https://dc.etsu.edu/etd/3337 https://dc.etsu.edu/cgi/viewcontent.cgi?article=4790&context=etd
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67 |
Teacher referrals to speech pathologists for speech, language and communication needs in the first year of school
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Language ideologies in a U.S. state-funded international school: The invisible linguistic repertoires of bilingual refugee students
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In: Early Childhood and Elementary Education Faculty Publications (2017)
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Building Relationships: Strategies for Getting to Know At-Risk Families and Students
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In: National Youth Advocacy and Resilience Conference (2017)
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Latino Mothers’ Responsiveness and Bilingual Language Development in Young Children From 24 Months to 36 Months
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Ramirez, Rica. - : Digital Commons @ University of South Florida, 2017
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In: Graduate Theses and Dissertations (2017)
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Predictors of Behavior Problems in the Context of Peer Play Interactions: A Sample of Low-Income Latino Preschoolers
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In: Graduate Theses and Dissertations (2017)
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Self-Regulation in the Kindergarten Classroom: Co-Constructing Pedagogical Knowledge
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The Feasibility of Assessing Parent and Child Letter Knowledge in At-Rrisk Families Within a Museum Enrichment Setting
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In: Theses and Dissertations (2017)
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Von der Beobachtung zum Förderkonzept: Jedes Spiel ist Förderung ...
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Wie können wir alltagsbegleitend die Sprachentwicklung beobachten und bewerten? ...
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Warum Erzieherinnen genau beobachten sollten. Entwicklungen – Verzögerungen – Entwicklungsstörungen ...
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Die Kunst der Beobachtung: Aber wie?
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In: Conrady, Peter [Hrsg.]: Sprachbildung: alltagsintegriert, kooperativ, inklusiv. Wissen und Ideen für die Kita-Praxis. Braunschweig : Westermann 2016, S. 117-118. - (Praxis Frühe Bildung) (2016)
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Wie können wir alltagsbegleitend die Sprachentwicklung beobachten und bewerten?
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In: Conrady, Peter [Hrsg.]: Sprachbildung: alltagsintegriert, kooperativ, inklusiv. Wissen und Ideen für die Kita-Praxis. Braunschweig : Westermann 2016, S. 114-116. - (Praxis Frühe Bildung) (2016)
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