Tools to Build Their Best Learning: Examining How Kindergarten Teachers Frame Student Mistakes release_rev_67573b1a-cc04-403e-8c45-35d18844e06b

by MALEKA DONALDSON

Published in Harvard Educational Review by Harvard Education Publishing Group.

2020   Volume 90, p54-74

Abstract

In this portrait, Maleka Donaldson vividly illustrates how two teachers in real-world, public school settings convey their expectations for kindergarten student performance and set the tone for learning from mistakes and feedback. Research in psychology and education has established the benefits of corrective feedback on learning but has not closely examined how practicing teachers respond to mistakes made by young children during day-to-day instruction. Donaldson draws on extended observations of teacher-student interactions to juxtapose the two contexts and reveal divergent techniques that the participating teachers use to frame mistakes and correct answers during instruction. She compares these variations and considers how each teacher's pedagogical tools could be integrated into a mistake-response toolkit that could fundamentally reshape learning from mistakes for kindergarteners.
In application/xml+jats format

Type  article-journal
Stage   published
Year   2020
Language   en ?
Container Metadata
Not in DOAJ
In Keepers Registry
ISSN-L:  0017-8055
Work Entity
access all versions, variants, and formats of this works (eg, pre-prints)
Revision

This is a specific, static metadata record, not necessarily linked to any current entity in the catalog.

Catalog Record
Revision: 67573b1a-cc04-403e-8c45-35d18844e06b
API URL: JSON