Year: 2016
Type: other
Abstract: This research study examines how teachers differentiate their feedback to respond to the needs of their students. The purpose of this research is to help teachers find ways of effectively differentiating their feedback, which can help promote students’ autonomy, motivation, self-efficacy, and academic performance. Based on an analysis of two face-to-face, semi-structured interviews, findings of this study show frameworks and methods for how teachers can effectively differentiate their feedback. As well, successfully differentiated feedback led to increased academic performance, autonomy, critical thinking, character building, and improved behaviour. Finally, teachers expressed the potential difficulties of providing effective feedback to their students.
Source: TSpace (University of Toronto)
Author: Jonathan Newman
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2580037677