Search results

1

Rodičovské schůzky vedené žáky

100%

Pihlgren A.

Studia paedagogica

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2014

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issue 1

83-102

EN

Research shows that most of the talking in parent-teacher conferences2 is done by the teacher and the parent, with few opportunities for the student to express ideas or pose questions. Swedish conferences tend to focus on the shortcomings of the student, and the documentation becomes means to show the student appropriate behaviors, rather than focusing on learning progress. This article will investigate student led parent conferences, a method that aims at shifting the dialogue in favor of the student’s voice and opinions. The work starts with a thematic unit, where the students self-assess their abilities and knowledge in each subject area. The thematic unit ends with each student leading a conference, where the parent will be informed of the student’s present progress and of the learning goals and activities suggested henceforth. If the student understands his/her results, goals, and means to get there, learning will be more effective. In this qualitative study, students, teachers, parents, and school leaders from two schools have been interviewed in groups. The schools have practiced student led parent conferences for five and ten years. The research questions address how the respondents describe the effects of the student led parent conferences on pedagogical planning, school results, and administration, and differences between the schools, and the result is compared to results from previous research on teacher led conferences. Important findings are that the student, when participating in student led parent conferences, understands, describes, and makes strategic decisions about his/her development. Formative and understandable documentation is imperative. These conferences are more informative, have higher pedagogical qualities, and will introduce a more egalitarian division of power in the classroom. Teacher and parent roles change to be more cooperative.

2

Zamlčené hodnocení: zpětná vazba ve výukové komunikaci na druhém stupni základní školy

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Šeďová K., Švaříček R.

Studia paedagogica

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2010

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issue 2

61-86

EN

Based on a field research, this contribution is an empirical study describing the mechanisms of providing the feedback in educational communication in lower secondary (11-15) education. It reveals that the feedback holds its place in the communication structure but there is a certain blankness in it, for teachers seem to deliberately avoid making explicit evaluation statements.

3

ELECTRONIC FEEDBACK: IS IT BENEFICIAL FOR SECOND LANGUAGE WRITERS?

100%

Allah L. F.

Teaching English with Technology

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2008

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vol. 8

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issue 3

EN

Feedback is one of the essential elements in the writing classroom. With its two forms, teacher and peer, feedback can help students modify their essays to produce better later drafts. However, the practice of feedback in class does not go without some drawbacks on both the teacher and students’ side. This paper tries to demonstrate by reference to recent studies how the use of electronic feedback can aid in providing a better environment for feedback that can, consequently, result in better essays by the students. The paper presents some classroom practices regarding the use of electronic feedback.

4

Informacje zwrotne w szkole. Perspektywa nauczycieli i uczniów

100%

Bąk O.

Teraźniejszość – Człowiek – Edukacja

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2015

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vol. 18

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issue 3(71)

85-100

EN

Feedback received by students plays an important role in shaping students’ academic progress, their ability to abide by certain rules and norms as well as their pro-social behaviours. The effectiveness of feedback depends on the way it is provided. The aim of this study was to determine what type of feedback is the most prevalent in the student-teacher communication. Provided feedback was analysed from two separate perspectives: students’ and teachers’. Students (N = 271) and teachers (N = 65) from chosen high schools took part in the study. Teacher’s Feedbacks Questionnaire was used to obtain the respondents’ opinions on the frequency of different types of feedback provided both in “teaching situations” vs “pedagogical situations” and with respect to positive vs negative behaviours. Thanks to the application of an appropriate procedure it was possible to obtain data regarding: 1) teachers’ imagined expectations of students and 2) actual reactions (as declared individually). Students were tested in regards to: 3) their expectations towards feedback and 4/ actual feedback received from the teachers. The results show that, as for the positive feedback, teachers’ beliefs towards what is expected by the students and what students actually expect were congruent, whereas it was opposite regarding the negative feedback. A clear discrepancy could also be seen between students’ and teachers’ opinions concerning the actual feedback provided for both positive and negative feedback. There is a clear tendency for teachers to present themselves as communicatively competent pedagogues, who provide effective and constructive feedback. Students, on the other hand, indicate that the student-teacher communication is lacking in terms of providing feedback

PL

Informacje zwrotne, które uczeń otrzymuje od nauczyciela, są ważnym elementem oddziaływania zarówno na postępy edukacyjne, jak i wypełnianie norm i zasad oraz zachowania prospołeczne na teranie szkoły. Skuteczność feedbacków zależy od sposobu ich sformułowania. Celem badania było sprawdzenie, jakiego rodzaju informacje zwrotne dominują w komunikacji między uczniami i nauczycielami. Udzielanie informacji zwrotnych analizowano w dwóch grupach: nauczycieli i uczniów. W badaniu wzięli udział uczniowie liceum (N = 271) oraz nauczyciele (N = 65). Zastosowano kwestionariusz ankiety Feedbacki Nauczycieli, umożliwiający zbadanie deklaracji respondentów w zakresie częstości występowania danej formy feedbacku w zadaniach dydaktycznych vs. sytuacjach wychowawczych, z uwzględnieniem pozytywnych vs. negatywnych zachowań. Wyniki badania pokazują, że w odniesieniu do feedbacków pozytywnych wyobrażenia nauczycieli na temat oczekiwań uczniów i deklarowane przez uczniów oczekiwania są zbieżne, a w przypadku feedbacków negatywnych – rozbieżne. Wyraźna różnica między nauczycielami i uczniami występuje w opiniach na temat rzeczywiście przekazywanych feedbacków pozytywnych i negatywnych. W przypadku nauczycieli widoczna jest tendencja do kreowania własnego wizerunku jako osoby kompetentnej komunikacyjnie. Uczniowie natomiast wskazują na niedostatki w zakresie komunikacji zwrotnej ze strony nauczycieli.

5

Spätná väzba ako faktor ovplyvňujúci lingvistickú a komunikatívnu úroveň produktívnej zručnosti písania

100%

Sršníková D.

Studia paedagogica

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2011

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issue 2

89-108

EN

The purpose of this article is to introduce a taxonomy on whose basis we identify the most common global and local errors made in participants’ essays. At the same time we explain individual steps taken in this systematic procedure. Based on this procedure we gained data that we used to compare the initial and current level of the writing skills of participants in both groups. Subsequently we verified statistically individual hypotheses that deal with the impact of feedback on the development of communicative and linguistic competence in writing in English.

6

Psychologiczne uwarunkowania sposobów reagowania na feedback w procesie coachingu

100%

Fornalczyk A.

Forum Oświatowe

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2013

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vol. 25

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issue 2(49)

57-72

EN

The article discusses ways in which individuals respond to feedback received in the coaching process. In the first part, the author discusses different response styles to feedback and their consequences. She focuses especially on the defensive, dominating, manipulative, and improvement-oriented behaviors of the coached. In the second part, she addresses psychological determinants of effective feedback reception by the coaching participants, including their dispositional determinants. The author concludes emphasizing that for the coached to correct their behavior, the provision of feedback by coaches must be founded on the knowledge of the mechanisms and the dispositional determinants of human functioning.

PL

Artykuł porusza zagadnienie reagowania jednostek na informacje zwrotne udzielane w procesie coachingu. W części pierwszej autorka omawia style reagowania uczestników coachingu na przekazywany feedback oraz ich konsekwencje. Szczególnie zwraca uwagę na obronne, dominujące, zorientowane na manipulowanie czy usprawnianie zachowanie coachowanych. Druga część opracowania przybliża zagadnienia psychologicznych, w tym dyspozycyjnych wyznaczników skutecznego przyjmowania informacji zwrotnych przez uczestników coachingu. W podsumowaniu zwrócono uwagę na konieczność wykorzystywania przez coachów wiedzy o mechanizmach i dyspozycyjnych wyznacznikach funkcjonowania ludzi w sytuacji udzielania feedbacku skutkującego pozytywnym korygowaniem zachowań przez coachowanych.

7

Correcting students’ written grammatical errors: The effects of negotiated versus nonnegotiated feedback

100%

Nassaji H.

Studies in Second Language Learning and Teaching

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2011

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vol. 1

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issue 3

315-334

EN

A substantial number of studies have examined the effects of grammar correction on second language (L2) written errors. However, most of the existing research has involved unidirectional written feedback. This classroom-based study examined the effects of oral negotiation in addressing L2 written errors. Data were collected in two intermediate adult English as a second language classes. Three types of feedback were compared: nonnegotiated direct reformulation, feedback with limited negotiation (i.e., prompt + reformulation) and feedback with negotiation. The linguistic targets chosen were the two most common grammatical errors in English: articles and prepositions. The effects of feedback were measured by means of learner-specific error identification/correction tasks administered three days, and again ten days, after the treatment. The results showed an overall advantage for feedback that involved negotiation. However, a comparison of data per error types showed that the differential effects of feedback types were mainly apparent for article errors rather than preposition errors. These results suggest that while negotiated feedback may play an important role in addressing L2 written errors, the degree of its effects may differ for different linguistic targets.

8

Correcting students' written grammatical errors: The effects of negotiated versus nonnegotiated feedback

100%

Nassaji H.

Studies in Second Language Learning and Teaching

|

2011

|

vol. 1

|

issue 3

315-334

XX

A substantial number of studies have examined the effects of grammar correction on second language (L2) written errors. However, most of the existing research has involved unidirectional written feedback. This classroom-based study examined the effects of oral negotiation in addressing L2 written errors. Data were collected in two intermediate adult English as a second language classes. Three types of feedback were compared: nonnegotiated direct reformulation, feedback with limited negotiation (i.e., prompt + reformulation) and feedback with negotiation. The linguistic targets chosen were the two most common grammatical errors in English: articles and prepositions. The effects of feedback were measured by means of learner-specific error identification/correction tasks administered three days, and again ten days, after the treatment. The results showed an overall advantage for feedback that involved negotiation. However, a comparison of data per error types showed that the differential effects of feedback types were mainly apparent for article errors rather than preposition errors. These results suggest that while negotiated feedback may play an important role in addressing L2 written errors, the degree of its effects may differ for different linguistic targets.

9

Formative (Classroom) Assessment Techniques

100%

Marks I.

Acta Technologica Dubnicae

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2014

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vol. 4

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issue 1

46-50

EN

The author presents formative (classroom) assessment techniques with the purpose of improving the teaching process and the learner’s development. At the same time, the paper emphasizes the importance of feedback in the teaching process.

10

The role of feedback in the process of learning English as a foreign language

100%

Herra A., Kulińska A.

Forum Filologiczne Ateneum

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2018

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vol. 6

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issue 1

127-143

EN

The aim of the paper is to answer the question of what is the role of Feedback in the process of learning English as a foreign language. Feedback is an important element of student-teacher interaction in the classroom. Even experienced teachers admit that it is beneficial to put oneself in the student’s position in order to understand their individual needs, and hence adjust the instruction, assessment and feedback moves to aid language acquisition. Since errors are an unavoidable part of the learning process and teachers feel compelled to address students’ spoken errors, it seems significant to consider how the learners perceive the feedback they receive.

11

Dostepność informacji zwrotnej jako warunek uczenia się organizacj

100%

Grabus M., Adamska K.

Pieniądze i Więź

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2012

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vol. 15

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issue 4(57)

110-119

EN

The feedback is a form of interpersonal communication, conditioning both the agreement between members of the organization, and the type of social relation between them. The article presents theoretical assumptions of the concept, which tries to explain how the feedback available in the organization builds up the given type of relation and the organizational practices, and as a result how it affects the general effectiveness of the enterprise. The basis of the presented approach includes the idea of rationality, cybernetic concept of learning process, as well as the learning organization. The available feedback is a crucial notion of the approach. It is defined as the feedback which gives the recipient a chance to modify his or her action and to improve effectiveness. The feedback is determined by three factors: the level of the white noise (disturbances in the communication channel), the attitude towards changes and the ability to adopt the perspective of the other person.

12

Analysis of the Refinement Stage in the Implementation of a Group Project by Primary School Second-Graders

100%

Zbróg Z., Bonar J.

The New Educational Review

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2024

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vol. 75

203-214

EN

This paper describes the Phase II results of qualitative research involving design teams of primary school second-graders divided as follows: designers (D) – the creators of a solution; clients (C) and executors (E) – helping to improve the project. The study aimed to observe and describe what questions and feedback stimulated new idea generation to improve the initial solution, addressing the following research question: What does a constructive dialogue between peers look like when developing a group project? The adopted research approach was based on educational team design (the case study method). Based on observations and peer conversations, the authors determined the conditions that facilitated constructive dialogue, and those that hindered the accomplishment of the group work in question.

13

The characteristics of Generation Z

88%

Dolot A.

e-mentor

|

2018

|

issue 2 (74)

44-50

EN

Generation Z is going to be an important part of human resources within the labor market. As this generation was born and raised under specific conditions different from the other generations in the labor market (e.g., they have always had ubiquitous Internet access), questions arise about the characteristics of the youngest generation – what are they like? The results of this study, based on 1162 representatives of Generation Z (using questionnaires), show that, for the Generation Z, feedback about the results of their work is a crucial element that they most identify with and expect (72%). Additionally, new technologies are a natural environment for them. In the context of their mobility, they willingly go on foreign business trips, but they are not so willing to relocate for work. Although it is said that they easily change their jobs, according to the research results, they would be happy to be employed for a longer period of time by one employer (even their entire life – 39%), but their work needs to be attractive. A fast career as a priority for Generation Z was the most rarely chosen characteristic (only 17% identify with this statement). The research sample is not representative.

14

Praise in the EFL Classroom

88%

Leis A.

Theory and Practice of Second Language Acquisition

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2021

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vol. 7

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issue 2

37-59

EN

This study investigates how praising students’ success in tasks affects the performance of other students who were not successful. Possible and impossible crossword puzzles were used as an experiment to engender fixed mindsets in half of the sample. The average time to complete a crossword puzzle at the pretest was compared to the average time to complete the same puzzle at the posttest. The results showed that students given possible crossword puzzles were able to make significant improvements in the speed with which they could complete the puzzle at the posttest stage. However, such improvements in performance were not seen among the students who had been temporarily primed into a fixed mindset during the experiment through the use of the impossible crossword puzzles. Reasons behind these results as well as pedagogical implications related to effective ways of giving praise and other feedback will be discussed.

15

Feedback: próba zmapowania zjawiska. Część pierwsza: Fragmenty teorii feedbacku

88%

Mańka M.

Didaskalia. Gazeta Teatralna

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2023

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issue 174

6-43

EN

The article is an attempt to organise the knowledge about the theory and practice of feedback and to indicate it as a tool to support, organise and discipline the process of creative work and artistic education. The author embeds her reflections on feedback in two contexts. One is that of interdisciplinary knowledge in the field of psychology, sociology, education, and the theory and practice of business; the other is that of lived knowledge resulting from following the path of university and artistic education in Poland. Referring to her own work and the experiences of other creators, she constructs an open selection of her own reflections, recommendations and directions for the development of feedback, both in the perspectives of Polish theatre pedagogy and individual artistic practice.

16

Observation inflation and interrogative suggestibility: Different but related memory errors

88%

Kękuś M., Dziubańska R., Komęza I., Dudek I., Chylińska K.

Polish Psychological Bulletin

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2020

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vol. 51

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issue 3

17

O informacji zwrotnej i jej relacjach z uczeniem się. Ku dydaktycznej refleksji nad perspektywą zmiany w kształceniu akademickim w Polsce

88%

Szyling G.

Kwartalnik Pedagogiczny

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2018

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vol. 63(3 (249))

122-137

PL

In the considerations undertaken in the text I focus on the popular model of feedback, which is assigned the power of transforming teaching into effective learning. I assume that feedback – similarly to each didactic activity or means – is a social and cultural construct, and this is why in the analyses I refer to the multiplicity of theoretical educational concepts and the practical dimension and social context of tertiary education. This embeds the approach taken in the interpretative reasoning on didactics and the critical view on the considerations implemented. Results from the analyses problematise many didactic issues related to feedback, particularly the fact that they reflect its complex relationships with the establishment of educational objectives and limitations in it being associated with the creation of students’ cognitive autonomy. I do not determine the direction of changes that might occur in the Polish tertiary education, yet I draw attention to it being strongly rooted in normative didactics, solidified by adopted system solutions.

18

E-shops and customer feedback: experience by Czech B2C customers

88%

Martíšková P., Švec R.

Littera Scripta

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2017

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vol. 1

72-87

EN

This paper deals with customer feedback given to e-shops by Czech B2C customers. There are three aims: (1) to find out whether respondents have already given their feedback to an e-shop, (2) to investigate the nature of given feedback (with emphasis on possible gender difference: men vs women), and (3) to ascertain the nature of a reply to customer feedback. In order to get relevant data, a quantitative approach was used and data were collected by means of questionnaires. Findings show more than one half of customer has given feedback to an e-shop. Their feedback can be described as rather positive, dealing with bought products and also with speed of delivery, trying to help to the e-shop and also to other customers. As for reply to customer feedback, it seems that the character of the obtained reply could influence the level of customer satisfaction. Some recommendations for e-shops (e.g. managerial implications) were derived: to really send a reply (for a customer it is probably an indicator that feedback is taken seriously) and to formulate a reply more personally (to avoid general phrases).

19

PERFORMANCE APPRAISAL AND ITS EFFECT ON EMPLOYEE’S JOB PERFORMANCE IN EDO STATE INTERNAL REVENUE SERVICE, BENIN CITY, NIGERIA

88%

Okolie U. C., Orhero A. E.

International Journal of New Economics and Social Sciences

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2020

|

vol. 11(1)

93-116

EN

As the assessment of an employee’s job performance, performance appraisal help em-ployees improve their performance, pay and chances for promotion; foster communica-tion between managers and employees and increase the employees’ and the organiza-tion’s effectiveness. Done poorly, it actually can have a negative effect-it can cause resentment, reduce motivation, diminish performance and even expose an organization to legal action. It is against this backdrop that this study analyzes the effect of perfor-mance appraisal on employee’s job performance in Edo State Internal Revenue ser-vice, Benin City, Nigeria using survey research method. Non-probabilistic sampling techniques comprising of purposeful and convenience techniques were used to elicit information via questionnaire from 150 respondents Data collected were analyzed using descriptive statistics and regression analysis. The findings of the study showed that performance appraisal (management by objectives, performance feedback and 360-degree appraisal) positively and significantly influence employee’s job perfor-mance in Edo State Internal Revenue Service, Benin City, Nigeria. Requisite conclu-sion and recommendations were provided in the light of theoretical and empirical findings. Job performance, performance appraisal, management by objectives, feedback, 360-degree appraised Podczas oceny wydajności pracy pracownika ocena wydajności pomaga pracownikom poprawić wydajność, wy-nagrodzenie i szanse na awans; polepszyć komunikację między menedżerami a pracownikami oraz zwiększyć efektywność pracowników i organizacji. Źle przeprowadzona ocena może mieć negatywny efekt, może wywołać poczu-cie obrazy, zmniejszać motywację, wydajność i nawet narażać organizację na postępowanie prawne. Na tym tle niniejsze badanie analizuje wpływ oceny wydajności na wydajność pracy pracownika Urzędu Skarbowego Stanu Edo w mieście Benin w Nigerii za pomocą metody badania ankietowego. Został zastosowany nielosowy dobór próby, czyli celowy i wygodny. Było uzyskano odpowiedzi od 150 respondentów. Zebrane dane zostały przeanalizowane za pomocą statystyki opisowej oraz regresji. Wyniki badania wskazały, że ocena wydajności (zarządzanie przez cele, ocena zwrotna i ocena metodą 360 stopni) pozytywnie i istotnie wpływa na wydajność pracy zatrudnionego pracownika w Urzędzie Skarbowym Stanu Edo w mieście Benin w Nigerii. W świetle ustaleń teoretycz-nych i empirycznych zostały przedstawione odpowiednie wnioski i zalecenia. Wydajność pracy, ocena wydajności, zarządzanie przez cele, informacja zwrotna, ocena metodą 360 stopni

20

Migration of Ukrainian Nationals to Portugal: Changing Flows and the Critical Role of Social Networks

88%

Fonseca M. L., Pereira S., Esteves A.

Central and Eastern European Migration Review

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2014

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vol. 3

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issue 1

115-130

EN

In a short period of time, Ukrainians became the second largest foreign community living in Portugal. Without historical ties linking the two countries, the ‘migration industry’ as well as positive feedback and assistance provided through pioneers’ social networks were decisive for the constitution and rapid expansion of the flow. However it slowed down in only few years and the economic crisis affecting Portugal since 2008 has introduced new limits to a possible future expansion. The goal of the paper is to provide insights with respect to the evolution of the flow, particularly looking at mechanisms of assistance and feedback provided and received within social networks, including the role of the ‘migration industry’. We explored quantitative and qualitative data collected through questionnaires applied to 306 Ukrainians and interviews conducted with 31 Ukrainians in the Lisbon Metropolitan Area in 2011 and 2012. The research confirms the importance of assistance received through social networks at different stages of the preparation of the move, upon arrival and throughout the settlement process in Portugal. We conclude that negative opinions on the present economic opportunities in Portugal have replaced initial positive perceptions about labour market opportunities and this information is being transmitted through social networks to Ukrainians back in Ukraine. We suggest that the significant decrease of the inflow can probably be explained by negative feedback and a more limited willingness to assist the migration of others. Future trends in the migratory flow of Ukrainian citizens to Portugal as well as the permanence of these immigrants in the country are uncertain. On the one hand, migrants are struggling to live through the crisis, while the recent social upheaval in Ukraine pushes them to leave.

Refine search results

Rodičovské schůzky vedené žáky

Zamlčené hodnocení: zpětná vazba ve výukové komunikaci na druhém stupni základní školy

ELECTRONIC FEEDBACK: IS IT BENEFICIAL FOR SECOND LANGUAGE WRITERS?

Informacje zwrotne w szkole. Perspektywa nauczycieli i uczniów

Spätná väzba ako faktor ovplyvňujúci lingvistickú a komunikatívnu úroveň produktívnej zručnosti písania

Psychologiczne uwarunkowania sposobów reagowania na feedback w procesie coachingu