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You searched for subject:(Teacher targets). Showing records 1 – 2 of 2 total matches.

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1. Mattson, Jessica M. A Qualitative Case Study Examining the Impact of Teacher Feedback During the Research Writing Process in a Ninth Grade Honors Class.

Degree: MSin Education in Literacy, Reading, Foundations, and Technology, 2017, Missouri State University

The purpose of this qualitative case study was to examine the impact teacher feedback had on ninth grade English honors students during the research writing process. This study examined student writing and the corresponding teacher feedback during the outline, rough draft, and final draft of a formal research essay to examine how the feedback helped improve student writing skills and overall ability to meet the learning targets. Based on the results of the study, the number of student errors decreased significantly in the final draft of the essay after using the outline and rough draft teacher feedback, suggesting that the feedback did have an impact on student writing. Further research should be conducted to examine how teacher feedback impacts the writing of non-honors students, as well as whether students perceive the impact of the feedback to be different when it is handwritten instead of given electronically. Advisors/Committee Members: Kayla Lewis.

Subjects/Keywords: teacher feedback; modeling; formative assessment; student self-concept; learning targets; performance criteria; Language and Literacy Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mattson, J. M. (2017). A Qualitative Case Study Examining the Impact of Teacher Feedback During the Research Writing Process in a Ninth Grade Honors Class. (Masters Thesis). Missouri State University. Retrieved from https://bearworks.missouristate.edu/theses/3070

Chicago Manual of Style (16th Edition):

Mattson, Jessica M. “A Qualitative Case Study Examining the Impact of Teacher Feedback During the Research Writing Process in a Ninth Grade Honors Class.” 2017. Masters Thesis, Missouri State University. Accessed June 25, 2019. https://bearworks.missouristate.edu/theses/3070.

MLA Handbook (7th Edition):

Mattson, Jessica M. “A Qualitative Case Study Examining the Impact of Teacher Feedback During the Research Writing Process in a Ninth Grade Honors Class.” 2017. Web. 25 Jun 2019.

Vancouver:

Mattson JM. A Qualitative Case Study Examining the Impact of Teacher Feedback During the Research Writing Process in a Ninth Grade Honors Class. [Internet] [Masters thesis]. Missouri State University; 2017. [cited 2019 Jun 25]. Available from: https://bearworks.missouristate.edu/theses/3070.

Council of Science Editors:

Mattson JM. A Qualitative Case Study Examining the Impact of Teacher Feedback During the Research Writing Process in a Ninth Grade Honors Class. [Masters Thesis]. Missouri State University; 2017. Available from: https://bearworks.missouristate.edu/theses/3070


SUNY College at Brockport

2. Rakoski, Sharon L. Teachers’ Targets for Reading Instruction and what these Suggest.

Degree: MSEd, Education and Human Development, 1993, SUNY College at Brockport

Teacher's belief systems and philosophies are formulated through professional development, reading current theory and daily interaction with children and materials. Researchers agree that teachers need an understanding of their belief systems in order to match these beliefs with effective instruction. This study examined teachers' belief systems as well as their targets or goals for reading instruction. A Likert-type survey was created and answered by approximately 40 randomly selected faculty members from a rural western New York school district, representing a wide range of experience levels in grades K through 6. Teachers were also given the opportunity to freely respond by stating their own articulated goals for reading instruction. The objective was to answer the following questions: What are teacher targets for reading instruction? Do these targets fit into known or unknown categories? What do these targets suggest? Analysis of the data found that teachers' targets for reading instruction as articulated in a free response format include academic goals (those that are measurable by traditional testing techniques) as well as aesthetic goals (life-long goals difficult to measure using traditional methods). Teachers see their role both as an instructor of skills and as a facilitator to learn a love of reading. In addition, the survey results show that more teachers hold to a whole language approach to reading instruction than to a skills-based or phonics approach to reading instruction. Finally, from all research read and from studying these two instruments carefully, it seems apparent that teachers need to develop ways to blend the three approaches to reading instruction and take the necessary time to develop a philosophy, reflect on that philosophy often and develop instruction based on their own goals and philosophy of how children learn best. Advisors/Committee Members: Dr. Gerald Begy.

Subjects/Keywords: Teacher targets; reading instruction; reading theory; student-teacher interaction; belief systems; free response; Curriculum and Instruction; Education; Elementary Education; Elementary Education and Teaching; Language and Literacy Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rakoski, S. L. (1993). Teachers’ Targets for Reading Instruction and what these Suggest. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1147

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rakoski, Sharon L. “Teachers’ Targets for Reading Instruction and what these Suggest.” 1993. Thesis, SUNY College at Brockport. Accessed June 25, 2019. https://digitalcommons.brockport.edu/ehd_theses/1147.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rakoski, Sharon L. “Teachers’ Targets for Reading Instruction and what these Suggest.” 1993. Web. 25 Jun 2019.

Vancouver:

Rakoski SL. Teachers’ Targets for Reading Instruction and what these Suggest. [Internet] [Thesis]. SUNY College at Brockport; 1993. [cited 2019 Jun 25]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1147.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rakoski SL. Teachers’ Targets for Reading Instruction and what these Suggest. [Thesis]. SUNY College at Brockport; 1993. Available from: https://digitalcommons.brockport.edu/ehd_theses/1147

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.