• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Exploring the Relationship between English Composition Teachers' Beliefs about Written Feedback and Their Written Feedback Practices.
【24h】

Exploring the Relationship between English Composition Teachers' Beliefs about Written Feedback and Their Written Feedback Practices.

机译：探索英语作文教师的书面反馈观念与书面反馈实践之间的关系。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

For teachers of freshman English composition, the most time-consuming aspect of teaching is responding to student papers (Anson, 2012; Straub, 2000b). Teachers respond in various ways, but most teachers agree that they should offer written feedback to students (Beach & Friedrich, 2006). However, little research has been conducted to determine how teachers' written feedback practices reflect their beliefs about the purpose of such feedback. This qualitative study explores the relationship between English composition teachers' beliefs about written feedback and their actual written feedback practices.;The participants were a sample of four instructors of freshman English composition at a mid-sized metropolitan public university. Interviews, classroom observations, course documents, and samples of teachers' written comments were analyzed to determine teachers' written response practices and their beliefs related to the purposes of freshman writing and their roles as writing teachers. Results suggest that teachers were aware of their beliefs, and their written response practices were consistent with their beliefs. Teachers utilized different approaches to respond to student writing, but those approaches are consistent with current recommendations for responding to student writing.;Three major themes emerged from the study. First, teachers must be given the opportunity to reflect about and articulate their beliefs about written response so they will know why they respond in the way they do. Second, teachers work within the boundaries of their specific writing program to organize their written responses to student writing. Third, teachers must respond to student writing from varying perspectives as readers of the text. The findings support studies which indicate that written response is a sociocultural practice and teacher beliefs are just one aspect of the complex nature of teacher written response. The study should add to the fields of response theory and the formation of teacher beliefs.;Teacher Beliefs, Teacher Response, Written Response, Freshman English Composition, Response Theory, Reader Response, Sociocultural Theory, Comments, Assessment.
机译：对于新生英语写作的老师来说，教学中最耗时的方面是对学生论文的回应（Anson，2012； Straub，2000b）。老师以各种方式做出回应，但是大多数老师同意他们应该向学生提供书面反馈（Beach＆Friedrich，2006）。但是，很少有研究来确定教师的书面反馈实践如何反映他们对这种反馈目的的信念。这项定性研究探讨了英语作文教师对书面反馈的看法与他们实际的书面反馈实践之间的关系。参与者是一家中等规模的公立大学的四名新生英语作文指导教师的样本。分析访谈，课堂观察，课程文档和教师书面评论样本，以确定教师的书面回应行为以及与新生写作目的和作为写作老师的角色有关的信念。结果表明，教师意识到了自己的信念，他们的书面回应做法也符合他们的信念。教师采用了不同的方法来回应学生的写作，但是这些方法与当前对学生的写作提出的建议是一致的。研究发现了三个主要主题。首先，必须让教师有机会反思和表达他们对书面回应的信念，这样他们才能知道为什么他们会以这种方式回应。其次，教师在特定写作计划的范围内工作，以组织对学生写作的书面回应。第三，教师必须以课本读者的不同角度回应学生的写作。这些发现支持了一些研究，这些研究表明书面回应是一种社会文化习俗，而教师的信念只是教师书面回应的复杂性的一个方面。该研究应增加响应理论和教师信念形成的领域。；教师信念，教师响应，书面响应，新生英语作文，响应理论，读者响应，社会文化理论，评论，评估。

著录项

  • 作者

    Vandercook, Sandra Ficker.;

  • 作者单位

    University of New Orleans.;

  • 授予单位 University of New Orleans.;
  • 学科 Education Curriculum and Instruction.;Education Language and Literature.;Education Higher.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 368 p.
  • 总页数 368
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号