Writing behaviors of grade 1 children were explored as they used word processors to support their writing. Information was gathered in the form of field notes and audiotape transcripts from classroom observation sessions, along with informal interviews with students and teachers. Themes which emerged from the data analysis suggested a combination…

Describes the "One-Minute Paper," a teaching strategy used to encourage active learning by students and provide feedback to teachers. Enables the professor to establish a rapport with a large class of students and provides the professor with an insight into student difficulties and perceptions of the lecture material. (JRH)

Communication between students and teachers is crucial at all educational levels and is particularly important in adult learning situations. Good feedback should be descriptive, specific, and constructive. Constructive feedback requires an atmosphere of trust and, above all, should not violate the personal integrity of either the sender or the…

Four middle schoolers with learning disabilities were taught to recruit teacher attention while they worked on assignments in two inclusive classrooms. The students were taught to show their work to teachers two or three times per session for feedback. Training increased their rate of teacher praise, instructional feedback, and accuracy.…

This article summarizes literature that examines the use and effect of teacher praise on academic and behavioral outcomes of students with emotional and behavioral disorders. Methods for monitoring and increasing teachers' use of effective praise are provided and include peer coaching, structured observation, training, and self-evaluation.…

Teacher/child interactions with learners with exceptionalities (n=15), learners at risk (n=19), and typical learners (n=50) were observed in three inclusive elementary classrooms. Teachers initiated more task-related interactions with exceptional children and gave them more negative feedback compared to others, but only at the beginning of the…

Background: Early research exploring teacher expectations concentrated on the dyadic classroom interactions of teachers with individual students. More recent studies have shown whole class factors to have more significance in portraying teachers' expectations. Recently teachers having high or low expectations for all their students have been…

Investigates an aspect of teacher talk--the teacher's provision of feedback or follow-up--and the role it plays in English-as-a-Second/Foreign Language classroom discourse. Draws on transcript data from a secondary school classroom in Tanzania to illustrate a teacher's follow-up moves, where these moves form the third part of a chain of…

This handbook provides direct, detailed instructions for involving a variety of adults (teachers, teacher aides, volunteers, and parents) in team teaching young children. The handbook describes specific ways to promote positive relationships among children and among the adult team members, and how to avoid common mistakes when giving feedback.…

Many college freshmen find it difficult to explore their ideas about writing in the presence of teachers who have already decided the agenda for their student-teacher conferences. Teachers often feel compelled to lead the conversation and fall into an authoritarian model of interaction, "depositing" knowledge into students and ignoring…

Discusses the use of the Training and Assessment System (TAS), a software program designed to analyze teacher behavior and interaction between teachers and students. A TAS program is described which was conducted at the Houston Community College System to help instructors analyze their classroom interaction; tables depicting the report generated…

Develops from the observation of teacher-student interaction in classrooms a grounded typology of teacher feedback that provides a language to use in discussing feedback with teachers. Argues that the importance of this work is its contribution to the translation of achievement goal theory into practical terms for classroom use. (DSK)

A quantitative summary of 15 studies indicated that African-American/Latino students receive more negative feedback from teachers in the classroom than do Euro-American students. In addition, teachers interact less frequently with African-American/Latino students than Euro-American students. No difference based on race existed in the amount of…

The margins of college students' writing are the ideal site for teacher-student conversations about the writing, but most of these conversations misfire, largely for reasons that are avoidable. Suggestions are made for responding so students can understand, respond to, and learn from teachers' written comments. Examples from several…

Parent or guardian perceptions play a specialized role in the evaluation of school teachers. Parents are important stakeholders in teacher success, they are in some instances partners in the teachers' work, parents have unique personal information about student learning, and they can report on the teacher duties to inform parents about the…