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Writing to Learn: Student Centered Feedback
Writing to Learn: Student Centered Feedback
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151459
- ISBN
- 9798382591841
- DDC
- 372
- 서명/저자
- Writing to Learn: Student Centered Feedback
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 202 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
- 주기사항
- Advisor: Hassett, Dawnene.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
- 초록/해제
- 요약This qualitative study asks how students utilize feedback they receive from teachers and fellow students. In this dissertation, I focus on the perspectives of seven focal students, using qualitative methods to elevate their experiences with feedback. The student-centered focus affords a clearer understanding of the steps students take as they revise, while looking at the outcomes to determine whether that revision was successful. Examining how students understand, take up, and implement feedback allows educators to improve their own feedback and enhances not only how they teach students to provide feedback but also how they teach students to use feedback in their revisions. My research investigates the processes that secondary students engage in during revision in order to provide a fuller picture of what practices and types of input and instruction are working for individual students, with their multiple learning styles.Feedback shapes high school students' writing in a variety of ways, all unique to the student, teacher, and class. The factors impacting this include but are not limited to curriculum, relationships, type of feedback, and emphasis on the writing process. Each student followed their own process when implementing feedback in revision. Effective feedback looked different for each of my focal students. There is not a one size fits all approach. It takes reflection from the students and the teacher to determine what the best fit is for each student. It is also up to the teacher to continue to push students to consider themselves as writers who actively make choices, rather than students who are writing to finish.
- 일반주제명
- Language arts
- 일반주제명
- Secondary education
- 일반주제명
- Rhetoric
- 일반주제명
- Curriculum development
- 키워드
- Feedback
- 키워드
- Writing
- 기타저자
- The University of Wisconsin - Madison Curriculum & Instruction
- 기본자료저록
- Dissertations Abstracts International. 85-11A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798382591841
■035 ▼a(MiAaPQ)AAI31297647
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a372
■1001 ▼aHeap, Lauren Ann.
■24510▼aWriting to Learn: Student Centered Feedback
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a202 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-11, Section: A.
■500 ▼aAdvisor: Hassett, Dawnene.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
■520 ▼aThis qualitative study asks how students utilize feedback they receive from teachers and fellow students. In this dissertation, I focus on the perspectives of seven focal students, using qualitative methods to elevate their experiences with feedback. The student-centered focus affords a clearer understanding of the steps students take as they revise, while looking at the outcomes to determine whether that revision was successful. Examining how students understand, take up, and implement feedback allows educators to improve their own feedback and enhances not only how they teach students to provide feedback but also how they teach students to use feedback in their revisions. My research investigates the processes that secondary students engage in during revision in order to provide a fuller picture of what practices and types of input and instruction are working for individual students, with their multiple learning styles.Feedback shapes high school students' writing in a variety of ways, all unique to the student, teacher, and class. The factors impacting this include but are not limited to curriculum, relationships, type of feedback, and emphasis on the writing process. Each student followed their own process when implementing feedback in revision. Effective feedback looked different for each of my focal students. There is not a one size fits all approach. It takes reflection from the students and the teacher to determine what the best fit is for each student. It is also up to the teacher to continue to push students to consider themselves as writers who actively make choices, rather than students who are writing to finish.
■590 ▼aSchool code: 0262.
■650 4▼aLanguage arts
■650 4▼aSecondary education
■650 4▼aRhetoric
■650 4▼aCurriculum development
■653 ▼aFeedback
■653 ▼aStudent perspective
■653 ▼aWriting
■653 ▼aMultiple learning styles
■690 ▼a0279
■690 ▼a0533
■690 ▼a0681
■690 ▼a0727
■71020▼aThe University of Wisconsin - Madison▼bCurriculum & Instruction.
■7730 ▼tDissertations Abstracts International▼g85-11A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17161895▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
