Educational Leadership as Influence: The Provision of Critical Teacher Feedback to Students
Material type: TextPublication details: Auckland University of TechnologyEdition: 2017Description: 132 pagesSubject(s): Online resources: Summary: Effective feedback is regarded as one of the most influential factors in students' achievement, yet many teachers find themselves unable to meet the demands of providing feedback in secondary school English classes. Teachers recognise the importance of providing effective feedback to students but face circumstances that limit their ability to do so. Therefore, it is important that educational leaders provide teachers with resources and professional development that will enable them to be able to fulfil this crucial aspect of teaching and learning. This study set out to examine teachers’ perceptions about feedback and the ways in which educational leaders can influence teachers in providing this. The three research questions guiding this study were: What are teachers’ perceptions and understandings of what critical feedback means to students in secondary school English classrooms? What strategies do teachers perceive as important in effectively providing critical feedback to students about their learning? In what ways do educational leaders influence teachers both negatively and positively to provide critical feedback in English? In this qualitative study, 32 secondary school English teachers completed an electronic questionnaire and five participated in semi-structured interviews. The data collected were used to identify the themes and commonalities across the schools.Item type | Current library | Call number | URL | Status | Notes | Date due | Barcode | |
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Article | CORE Education | Link to resource | Available | Online Access |
Effective feedback is regarded as one of the most influential factors in students' achievement, yet many teachers find themselves unable to meet the demands of providing feedback in secondary school English classes. Teachers recognise the importance of providing effective feedback to students but face circumstances that limit their ability to do so. Therefore, it is important that educational leaders provide teachers with resources and professional development that will enable them to be able to fulfil this crucial aspect of teaching and learning.
This study set out to examine teachers’ perceptions about feedback and the ways in which educational leaders can influence teachers in providing this. The three research questions guiding this study were: What are teachers’ perceptions and understandings of what critical feedback means to students in secondary school English classrooms? What strategies do teachers perceive as important in effectively providing critical feedback to students about their learning? In what ways do educational leaders influence teachers both negatively and positively to provide critical feedback in English?
In this qualitative study, 32 secondary school English teachers completed an electronic questionnaire and five participated in semi-structured interviews. The data collected were used to identify the themes and commonalities across the schools.
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