Examines cybernetics as a model which provides framework with which to view communicators and the communications in the ESL classroom because it implies the kind of feedback the learner can assimilate and act upon. (Author/BK)

Points out errors in instructor's written feedback, suggests alternatives, and illustrates how effective commentary results in improved student writing. (PD)

Faculty feedback is an effective method for administrators to assess their performance and work toward leadership improvement. Guidelines for developing and using self-styled faculty feedback instruments are provided. (MD)

Suggests that the effects of teachers giving feedback to students during oral reading can be quite significant and that such feedback should be carefully analyzed for perceived meaning and purpose as well as for results. (TJ)

A study by Yanouzas and Sanders shows that positive feedback works sometimes and with some students. Such feedback, however, should be personalized and should not be automatic, i.e., either unwarranted or inexplicitly related to the student's work. (GC)

Teacher praise typically does not function as a reinforcer. Rather, it is reactive to and under the control of student behavior. Its effects must be understood using concepts from attribution and social learning/reinforcement theories. (Author/GK)

Presents and critiques commonly used verbal feedback techniques and proposes a nonverbal feedback technique comprising a set of hand signals, each of which is used to indicate a certain error type. Discusses value of use of negative feedback. (Author/BK)

Guidelines and suggestions for teachers for giving feedback to increase a child's self-concept are presented. Feedback should be positive, immediate, and frequent. Activities with immediate feedback features include the use of invisible pens for teacher-prepared questions in which the student, using a pen which makes the answer visible, knows…

Describes a range of currently available and developing technologies for creating and presenting annotations, glosses, and other comments on digital documents. Discusses the potential applications of these tools for providing feedback to student writers, supporting extended group discussions around digital texts, and facilitating research and…

Reports the results of a study that revealed that the instructional activities that precede writing are more important to student improvement than longer comments on the writing itself. (JL)

Describes the expressive writing of Japanese elementary school children, citing examples designed to encourage American language arts teachers to use their responses to students' writing to bolster children's attempts to become actively and personally engaged in their writing. (HTH)

Describes a way to give word-processed feedback on business communication assignments. Describes some advantages of this mode over both handwritten and audio comments, and identifies limitations of this method. (SR)

Examined the comparative effectiveness of two forms of feedback, instructor delivered corrective feedback and a Web-based model comparison feedback, on two complex tasks in a university setting. Results showed student performance was significantly better on the criterion task when they received instructor delivered corrective feedback. (Author/LRW)

This study examined effectiveness of posted numerical feedback on disruptive hallway behavior occurring among middle school students. Posting alone was found to have little effect on student behavior, but paired with verbal praise and feedback, posting was associated with more positive effects on student behavior and noise levels. (Author/PB)

Considers how the revising skills of basic writing students improve when they receive both inductive and deductive teacher feedback. Finds that students who received inductive feedback changed their largest percent of errors when given oral conferences and students who received deductive feedback changed their smallest number of errors when given…