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Teacher practice: a spotlight on the use of feedback and conferencing in the first year of schooling

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journal contribution
posted on 2014-09-01, 00:00 authored by Maria NicholasMaria Nicholas, Louise PaatschLouise Paatsch
With the prevalence of statements that refer to a need to “bridge”, “narrow” or “close” gaps in achievement it would appear that Government bodies have an appreciation for the fact that students need not be victims of circumstance. In addition to this, research has suggested that certain skills, such as the acquisition of phonemic awareness, need to be acquired in the early years to ensure that children do not fall behind their peers. Use of feedback is one way in which teachers have attempted to positively influence student outcomes. There are authors, however, who have suggested that not all forms of feedback are necessarily effective. In light of these perspectives, this study sought to investigate whether the incorporation of student/teacher conferences into a pre-existing program could be seen to support the development of phonemic awareness skills of students in their first year of schooling.

History

Journal

Australian journal of teacher education

Volume

39

Issue

9

Pagination

130 - 152

Publisher

Edith Cowan University

Location

Perth, WA

ISSN

1835-517X

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2014, Edith Cowan University