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Academic Journal

Moving beyond a Sign of Judgment: Primary School Teachers' Perception and Practice of Feedback

Subjects: Elementary School Teachers, Teacher Attitudes, Feedback (Response), Learning, Student Evaluation, Foreign Countries, Student Improvement, Elementary School Teachers, Elementary School Teachers, Teacher Attitudes, Feedback (Response), Learning, Student Evaluation, Foreign Countries, Student Improvement, Teacher Attitudes, Elementary School Teachers, Teacher Attitudes, Feedback (Response), Learning, Student Evaluation, Foreign Countries, Student Improvement, Feedback (Response), Elementary School Teachers, Teacher Attitudes, Feedback (Response), Learning, Student Evaluation, Foreign Countries, Student Improvement, Learning, Elementary School Teachers, Teacher Attitudes, Feedback (Response), Learning, Student Evaluation, Foreign Countries, Student Improvement, Student Evaluation, Elementary School Teachers, Teacher Attitudes, Feedback (Response), Learning, Student Evaluation, Foreign Countries, Student Improvement, Foreign Countries, Elementary School Teachers, Teacher Attitudes, Feedback (Response), Learning, Student Evaluation, Foreign Countries, Student Improvement, Student Improvement, Elementary School Teachers, Teacher Attitudes, Feedback (Response), Learning, Student Evaluation, Foreign Countries, Student Improvement, Classroom TechniquesEthiopia

  • Source: International Journal of Instruction, v12 n2 p51-66 Apr 2019. 16 pp.

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Enhancing Literacy and Collaborative Skills through Blogging: The Teenage Language Learner

Subjects: Cooperative Learning, Feedback (Response), Second Language Learning, Second Language Instruction, Electronic Publishing, Intervention, English (Second Language), Private Schools, Adolescents, Teaching Methods, Literacy, Foreign Countries, Vocabulary Development, Spelling, Connected Discourse, Writing Skills, Student Attitudes, Cooperative Learning, Cooperative Learning, Feedback (Response), Second Language Learning, Second Language Instruction, Electronic Publishing, Intervention, English (Second Language), Private Schools, Adolescents, Teaching Methods, Literacy, Foreign Countries, Vocabulary Development, Spelling, Connected Discourse, Writing Skills, Student Attitudes, Feedback (Response), Cooperative Learning, Feedback (Response), Second Language Learning, Second Language Instruction, Electronic Publishing, Intervention, English (Second Language), Private Schools, Adolescents, Teaching Methods, Literacy, Foreign Countries, Vocabulary Development, Spelling, Connected Discourse, Writing Skills, Student Attitudes, Second Language Learning, Cooperative Learning, Feedback (Response), Second Language Learning, Second Language Instruction, Electronic Publishing, Intervention, English (Second Language), Private Schools, Adolescents, Teaching Methods, Literacy, Foreign Countries, Vocabulary Development, Spelling, Connected Discourse, Writing Skills, Student Attitudes, Second Language Instruction, Cooperative Learning, Feedback (Response), Second Language Learning, Second Language Instruction, Electronic Publishing, Intervention, English (Second Language), Private Schools, Adolescents, Teaching Methods, Literacy, Foreign Countries, Vocabulary Development, Spelling, Connected Discourse, Writing Skills, Student Attitudes, Electronic Publishing, Cooperative Learning, Feedback (Response), Second Language Learning, Second Language Instruction, Electronic Publishing, Intervention, English (Second Language), Private Schools, Adolescents, Teaching Methods, Literacy, Foreign Countries, Vocabulary Development, Spelling, Connected Discourse, Writing Skills, Student Attitudes, Intervention, Cooperative Learning, Feedback (Response), Second Language Learning, Second Language Instruction, Electronic Publishing, Intervention, English (Second Language), Private Schools, Adolescents, Teaching Methods, Literacy, Foreign Countries, Vocabulary Development, Spelling, Connected Discourse, Writing Skills, Student Attitudes, English (Second Language), Cooperative Learning, Feedback (Response), Second Language Learning, Second Language Instruction, Electronic Publishing, Intervention, English (Second Language), Private Schools, Adolescents, Teaching Methods, Literacy, Foreign Countries, Vocabulary Development, Spelling, Connected Discourse, Writing Skills, Student Attitudes, Private Schools, Cooperative Learning, Feedback (Response), Second Language Learning, Second Language Instruction, Electronic Publishing, Intervention, English (Second Language), Private Schools, Adolescents, Teaching Methods, Literacy, Foreign Countries, Vocabulary Development, Spelling, Connected Discourse, Writing Skills, Student Attitudes, Adolescents, Cooperative Learning, Feedback (Response), Second Language Learning, Second Language Instruction, Electronic Publishing, Intervention, English (Second Language), Private Schools, Adolescents, Teaching Methods, Literacy, Foreign Countries, Vocabulary Development, Spelling, Connected Discourse, Writing Skills, Student Attitudes, Teaching Methods, Cooperative Learning, Feedback (Response), Second Language Learning, Second Language Instruction, Electronic Publishing, Intervention, English (Second Language), Private Schools, Adolescents, Teaching Methods, Literacy, Foreign Countries, Vocabulary Development, Spelling, Connected Discourse, Writing Skills, Student Attitudes, Literacy, Cooperative Learning, Feedback (Response), Second Language Learning, Second Language Instruction, Electronic Publishing, Intervention, English (Second Language), Private Schools, Adolescents, Teaching Methods, Literacy, Foreign Countries, Vocabulary Development, Spelling, Connected Discourse, Writing Skills, Student Attitudes, Foreign Countries, Cooperative Learning, Feedback (Response), Second Language Learning, Second Language Instruction, Electronic Publishing, Intervention, English (Second Language), Private Schools, Adolescents, Teaching Methods, Literacy, Foreign Countries, Vocabulary Development, Spelling, Connected Discourse, Writing Skills, Student Attitudes, Vocabulary Development, Cooperative Learning, Feedback (Response), Second Language Learning, Second Language Instruction, Electronic Publishing, Intervention, English (Second Language), Private Schools, Adolescents, Teaching Methods, Literacy, Foreign Countries, Vocabulary Development, Spelling, Connected Discourse, Writing Skills, Student Attitudes, Spelling, Cooperative Learning, Feedback (Response), Second Language Learning, Second Language Instruction, Electronic Publishing, Intervention, English (Second Language), Private Schools, Adolescents, Teaching Methods, Literacy, Foreign Countries, Vocabulary Development, Spelling, Connected Discourse, Writing Skills, Student Attitudes, Connected Discourse, Cooperative Learning, Feedback (Response), Second Language Learning, Second Language Instruction, Electronic Publishing, Intervention, English (Second Language), Private Schools, Adolescents, Teaching Methods, Literacy, Foreign Countries, Vocabulary Development, Spelling, Connected Discourse, Writing Skills, Student Attitudes, Writing Skills, Cooperative Learning, Feedback (Response), Second Language Learning, Second Language Instruction, Electronic Publishing, Intervention, English (Second Language), Private Schools, Adolescents, Teaching Methods, Literacy, Foreign Countries, Vocabulary Development, Spelling, Connected Discourse, Writing Skills, Student Attitudes, Student Attitudes, Cooperative Learning, Feedback (Response), Second Language Learning, Second Language Instruction, Electronic Publishing, Intervention, English (Second Language), Private Schools, Adolescents, Teaching Methods, Literacy, Foreign Countries, Vocabulary Development, Spelling, Connected Discourse, Writing Skills, Student Attitudes, GrammarGreece

  • Source: Research-publishing.net. 15 pp.

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Writing Instruction and Technology in the Classroom: Supporting Teachers with the Drive to Write Program

Subjects: Writing Instruction, Educational Technology, Technology Uses in Education, Coaching (Performance), Feedback (Response), Teaching Methods, Teacher Attitudes, Technology Integration, Student Needs, Teacher Competencies, Writing Skills, Grade 9, High School Students, Secondary School Teachers, Writing Instruction, Writing Instruction, Educational Technology, Technology Uses in Education, Coaching (Performance), Feedback (Response), Teaching Methods, Teacher Attitudes, Technology Integration, Student Needs, Teacher Competencies, Writing Skills, Grade 9, High School Students, Secondary School Teachers, Educational Technology, Writing Instruction, Educational Technology, Technology Uses in Education, Coaching (Performance), Feedback (Response), Teaching Methods, Teacher Attitudes, Technology Integration, Student Needs, Teacher Competencies, Writing Skills, Grade 9, High School Students, Secondary School Teachers, Technology Uses in Education, Writing Instruction, Educational Technology, Technology Uses in Education, Coaching (Performance), Feedback (Response), Teaching Methods, Teacher Attitudes, Technology Integration, Student Needs, Teacher Competencies, Writing Skills, Grade 9, High School Students, Secondary School Teachers, Coaching (Performance), Writing Instruction, Educational Technology, Technology Uses in Education, Coaching (Performance), Feedback (Response), Teaching Methods, Teacher Attitudes, Technology Integration, Student Needs, Teacher Competencies, Writing Skills, Grade 9, High School Students, Secondary School Teachers, Feedback (Response), Writing Instruction, Educational Technology, Technology Uses in Education, Coaching (Performance), Feedback (Response), Teaching Methods, Teacher Attitudes, Technology Integration, Student Needs, Teacher Competencies, Writing Skills, Grade 9, High School Students, Secondary School Teachers, Teaching Methods, Writing Instruction, Educational Technology, Technology Uses in Education, Coaching (Performance), Feedback (Response), Teaching Methods, Teacher Attitudes, Technology Integration, Student Needs, Teacher Competencies, Writing Skills, Grade 9, High School Students, Secondary School Teachers, Teacher Attitudes, Writing Instruction, Educational Technology, Technology Uses in Education, Coaching (Performance), Feedback (Response), Teaching Methods, Teacher Attitudes, Technology Integration, Student Needs, Teacher Competencies, Writing Skills, Grade 9, High School Students, Secondary School Teachers, Technology Integration, Writing Instruction, Educational Technology, Technology Uses in Education, Coaching (Performance), Feedback (Response), Teaching Methods, Teacher Attitudes, Technology Integration, Student Needs, Teacher Competencies, Writing Skills, Grade 9, High School Students, Secondary School Teachers, Student Needs, Writing Instruction, Educational Technology, Technology Uses in Education, Coaching (Performance), Feedback (Response), Teaching Methods, Teacher Attitudes, Technology Integration, Student Needs, Teacher Competencies, Writing Skills, Grade 9, High School Students, Secondary School Teachers, Teacher Competencies, Writing Instruction, Educational Technology, Technology Uses in Education, Coaching (Performance), Feedback (Response), Teaching Methods, Teacher Attitudes, Technology Integration, Student Needs, Teacher Competencies, Writing Skills, Grade 9, High School Students, Secondary School Teachers, Writing Skills, Writing Instruction, Educational Technology, Technology Uses in Education, Coaching (Performance), Feedback (Response), Teaching Methods, Teacher Attitudes, Technology Integration, Student Needs, Teacher Competencies, Writing Skills, Grade 9, High School Students, Secondary School Teachers, Grade 9, Writing Instruction, Educational Technology, Technology Uses in Education, Coaching (Performance), Feedback (Response), Teaching Methods, Teacher Attitudes, Technology Integration, Student Needs, Teacher Competencies, Writing Skills, Grade 9, High School Students, Secondary School Teachers, High School Students, Writing Instruction, Educational Technology, Technology Uses in Education, Coaching (Performance), Feedback (Response), Teaching Methods, Teacher Attitudes, Technology Integration, Student Needs, Teacher Competencies, Writing Skills, Grade 9, High School Students, Secondary School Teachers, Secondary School Teachers, Writing Instruction, Educational Technology, Technology Uses in Education, Coaching (Performance), Feedback (Response), Teaching Methods, Teacher Attitudes, Technology Integration, Student Needs, Teacher Competencies, Writing Skills, Grade 9, High School Students, Secondary School Teachers, InterventionNew York (New York)

  • Source: MDRC. 37 pp.

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Academic Journal

Analysis of a Heart Rate Measurement System on Student Motivation and Parent Satisfaction

Subjects: Student Motivation, Parent Attitudes, Satisfaction, Data Collection, Physical Activities, Physical Education, Physical Education Teachers, Feedback (Response), Measurement Equipment, Exercise Physiology, Student Attitudes, Grade 4, Student Motivation, Student Motivation, Parent Attitudes, Satisfaction, Data Collection, Physical Activities, Physical Education, Physical Education Teachers, Feedback (Response), Measurement Equipment, Exercise Physiology, Student Attitudes, Grade 4, Parent Attitudes, Student Motivation, Parent Attitudes, Satisfaction, Data Collection, Physical Activities, Physical Education, Physical Education Teachers, Feedback (Response), Measurement Equipment, Exercise Physiology, Student Attitudes, Grade 4, Satisfaction, Student Motivation, Parent Attitudes, Satisfaction, Data Collection, Physical Activities, Physical Education, Physical Education Teachers, Feedback (Response), Measurement Equipment, Exercise Physiology, Student Attitudes, Grade 4, Data Collection, Student Motivation, Parent Attitudes, Satisfaction, Data Collection, Physical Activities, Physical Education, Physical Education Teachers, Feedback (Response), Measurement Equipment, Exercise Physiology, Student Attitudes, Grade 4, Physical Activities, Student Motivation, Parent Attitudes, Satisfaction, Data Collection, Physical Activities, Physical Education, Physical Education Teachers, Feedback (Response), Measurement Equipment, Exercise Physiology, Student Attitudes, Grade 4, Physical Education, Student Motivation, Parent Attitudes, Satisfaction, Data Collection, Physical Activities, Physical Education, Physical Education Teachers, Feedback (Response), Measurement Equipment, Exercise Physiology, Student Attitudes, Grade 4, Physical Education Teachers, Student Motivation, Parent Attitudes, Satisfaction, Data Collection, Physical Activities, Physical Education, Physical Education Teachers, Feedback (Response), Measurement Equipment, Exercise Physiology, Student Attitudes, Grade 4, Feedback (Response), Student Motivation, Parent Attitudes, Satisfaction, Data Collection, Physical Activities, Physical Education, Physical Education Teachers, Feedback (Response), Measurement Equipment, Exercise Physiology, Student Attitudes, Grade 4, Measurement Equipment, Student Motivation, Parent Attitudes, Satisfaction, Data Collection, Physical Activities, Physical Education, Physical Education Teachers, Feedback (Response), Measurement Equipment, Exercise Physiology, Student Attitudes, Grade 4, Exercise Physiology, Student Motivation, Parent Attitudes, Satisfaction, Data Collection, Physical Activities, Physical Education, Physical Education Teachers, Feedback (Response), Measurement Equipment, Exercise Physiology, Student Attitudes, Grade 4, Student Attitudes, Student Motivation, Parent Attitudes, Satisfaction, Data Collection, Physical Activities, Physical Education, Physical Education Teachers, Feedback (Response), Measurement Equipment, Exercise Physiology, Student Attitudes, Grade 4, Grade 4, Student Motivation, Parent Attitudes, Satisfaction, Data Collection, Physical Activities, Physical Education, Physical Education Teachers, Feedback (Response), Measurement Equipment, Exercise Physiology, Student Attitudes, Grade 4, Elementary School Students

  • Source: JTRM in Kinesiology, Feb 2019. 7 pp.

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Academic Journal

Meaningful Learner Information for MOOC Instructors Examined through a Contextualized Evaluation Framework

Subjects: STEM Education, Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education, Student Evaluation, Evaluation Methods, Teacher Attitudes, College Faculty, STEM Education, STEM Education, Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education, Student Evaluation, Evaluation Methods, Teacher Attitudes, College Faculty, Large Group Instruction, STEM Education, Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education, Student Evaluation, Evaluation Methods, Teacher Attitudes, College Faculty, Online Courses, STEM Education, Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education, Student Evaluation, Evaluation Methods, Teacher Attitudes, College Faculty, Educational Technology, STEM Education, Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education, Student Evaluation, Evaluation Methods, Teacher Attitudes, College Faculty, Technology Uses in Education, STEM Education, Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education, Student Evaluation, Evaluation Methods, Teacher Attitudes, College Faculty, Student Evaluation, STEM Education, Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education, Student Evaluation, Evaluation Methods, Teacher Attitudes, College Faculty, Evaluation Methods, STEM Education, Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education, Student Evaluation, Evaluation Methods, Teacher Attitudes, College Faculty, Teacher Attitudes, STEM Education, Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education, Student Evaluation, Evaluation Methods, Teacher Attitudes, College Faculty, College Faculty, STEM Education, Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education, Student Evaluation, Evaluation Methods, Teacher Attitudes, College Faculty, Feedback (Response)

  • Source: International Review of Research in Open and Distributed Learning, v20 n1 p204-220 Feb 2019. 17 pp.

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Academic Journal

Informational Evaluation & Social Comparison: A Winning Pair for Course Discussion Design

Subjects: Feedback (Response), Computer Mediated Communication, Goal Orientation, Concept Formation, Innovation, Creative Thinking, Motivation, Experimental Groups, Control Groups, Undergraduate Students, Feedback (Response), Feedback (Response), Computer Mediated Communication, Goal Orientation, Concept Formation, Innovation, Creative Thinking, Motivation, Experimental Groups, Control Groups, Undergraduate Students, Computer Mediated Communication, Feedback (Response), Computer Mediated Communication, Goal Orientation, Concept Formation, Innovation, Creative Thinking, Motivation, Experimental Groups, Control Groups, Undergraduate Students, Goal Orientation, Feedback (Response), Computer Mediated Communication, Goal Orientation, Concept Formation, Innovation, Creative Thinking, Motivation, Experimental Groups, Control Groups, Undergraduate Students, Concept Formation, Feedback (Response), Computer Mediated Communication, Goal Orientation, Concept Formation, Innovation, Creative Thinking, Motivation, Experimental Groups, Control Groups, Undergraduate Students, Innovation, Feedback (Response), Computer Mediated Communication, Goal Orientation, Concept Formation, Innovation, Creative Thinking, Motivation, Experimental Groups, Control Groups, Undergraduate Students, Creative Thinking, Feedback (Response), Computer Mediated Communication, Goal Orientation, Concept Formation, Innovation, Creative Thinking, Motivation, Experimental Groups, Control Groups, Undergraduate Students, Motivation, Feedback (Response), Computer Mediated Communication, Goal Orientation, Concept Formation, Innovation, Creative Thinking, Motivation, Experimental Groups, Control Groups, Undergraduate Students, Experimental Groups, Feedback (Response), Computer Mediated Communication, Goal Orientation, Concept Formation, Innovation, Creative Thinking, Motivation, Experimental Groups, Control Groups, Undergraduate Students, Control Groups, Feedback (Response), Computer Mediated Communication, Goal Orientation, Concept Formation, Innovation, Creative Thinking, Motivation, Experimental Groups, Control Groups, Undergraduate Students, Undergraduate Students, Feedback (Response), Computer Mediated Communication, Goal Orientation, Concept Formation, Innovation, Creative Thinking, Motivation, Experimental Groups, Control Groups, Undergraduate Students, Interpersonal Communication

  • Source: Information Systems Education Journal, v17 n1 p18-27 Feb 2019. 10 pp.

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Academic Journal

Assessment Practices and Factors for the Disparity between Students' Academic Scores at Teacher-Made and Regional Exams: The Case of Bench Maji Zone Grade 8 Students

Subjects: Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Foreign Countries, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Middle School Students, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Grade 8, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Student Evaluation, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Scores, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Teacher Made Tests, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Evaluation Methods, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Summative Evaluation, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Feedback (Response), Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Geographic Regions, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Time Management, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Notetaking, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Test Preparation, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Difficulty LevelEthiopia

  • Source: Educational Research and Reviews, v14 n1 p1-24 Jan 2019. 24 pp.

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Academic Journal

Primary School Students and Teachers' Opinions about Summary Writing: A Qualitative Analysis

Subjects: Foreign Countries, Elementary School Teachers, Elementary School Students, Teacher Attitudes, Student Attitudes, Opinions, Writing (Composition), Writing Attitudes, Grade 5, Feedback (Response), Writing Instruction, Punctuation, Recall (Psychology), Foreign Countries, Foreign Countries, Elementary School Teachers, Elementary School Students, Teacher Attitudes, Student Attitudes, Opinions, Writing (Composition), Writing Attitudes, Grade 5, Feedback (Response), Writing Instruction, Punctuation, Recall (Psychology), Elementary School Teachers, Foreign Countries, Elementary School Teachers, Elementary School Students, Teacher Attitudes, Student Attitudes, Opinions, Writing (Composition), Writing Attitudes, Grade 5, Feedback (Response), Writing Instruction, Punctuation, Recall (Psychology), Elementary School Students, Foreign Countries, Elementary School Teachers, Elementary School Students, Teacher Attitudes, Student Attitudes, Opinions, Writing (Composition), Writing Attitudes, Grade 5, Feedback (Response), Writing Instruction, Punctuation, Recall (Psychology), Teacher Attitudes, Foreign Countries, Elementary School Teachers, Elementary School Students, Teacher Attitudes, Student Attitudes, Opinions, Writing (Composition), Writing Attitudes, Grade 5, Feedback (Response), Writing Instruction, Punctuation, Recall (Psychology), Student Attitudes, Foreign Countries, Elementary School Teachers, Elementary School Students, Teacher Attitudes, Student Attitudes, Opinions, Writing (Composition), Writing Attitudes, Grade 5, Feedback (Response), Writing Instruction, Punctuation, Recall (Psychology), Opinions, Foreign Countries, Elementary School Teachers, Elementary School Students, Teacher Attitudes, Student Attitudes, Opinions, Writing (Composition), Writing Attitudes, Grade 5, Feedback (Response), Writing Instruction, Punctuation, Recall (Psychology), Writing (Composition), Foreign Countries, Elementary School Teachers, Elementary School Students, Teacher Attitudes, Student Attitudes, Opinions, Writing (Composition), Writing Attitudes, Grade 5, Feedback (Response), Writing Instruction, Punctuation, Recall (Psychology), Writing Attitudes, Foreign Countries, Elementary School Teachers, Elementary School Students, Teacher Attitudes, Student Attitudes, Opinions, Writing (Composition), Writing Attitudes, Grade 5, Feedback (Response), Writing Instruction, Punctuation, Recall (Psychology), Grade 5, Foreign Countries, Elementary School Teachers, Elementary School Students, Teacher Attitudes, Student Attitudes, Opinions, Writing (Composition), Writing Attitudes, Grade 5, Feedback (Response), Writing Instruction, Punctuation, Recall (Psychology), Feedback (Response), Foreign Countries, Elementary School Teachers, Elementary School Students, Teacher Attitudes, Student Attitudes, Opinions, Writing (Composition), Writing Attitudes, Grade 5, Feedback (Response), Writing Instruction, Punctuation, Recall (Psychology), Writing Instruction, Foreign Countries, Elementary School Teachers, Elementary School Students, Teacher Attitudes, Student Attitudes, Opinions, Writing (Composition), Writing Attitudes, Grade 5, Feedback (Response), Writing Instruction, Punctuation, Recall (Psychology), Punctuation, Foreign Countries, Elementary School Teachers, Elementary School Students, Teacher Attitudes, Student Attitudes, Opinions, Writing (Composition), Writing Attitudes, Grade 5, Feedback (Response), Writing Instruction, Punctuation, Recall (Psychology), Recall (Psychology), Foreign Countries, Elementary School Teachers, Elementary School Students, Teacher Attitudes, Student Attitudes, Opinions, Writing (Composition), Writing Attitudes, Grade 5, Feedback (Response), Writing Instruction, Punctuation, Recall (Psychology), Writing SkillsTurkey

  • Source: Universal Journal of Educational Research, v7 n3 p637-651 2019. 15 pp.

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Academic Journal

The Effect of Spatial Intelligence-Based Metalinguistic Written Corrective Feedback on EFL Learners' Development in Writing

Subjects: Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Feedback (Response), Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Metalinguistics, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, English (Second Language), Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Foreign Countries, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Second Language Learning, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Pretests Posttests, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Scores, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Multiple Intelligences, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Spatial Ability, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Error Analysis (Language), Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Revision (Written Composition), Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Written Language, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Error Correction, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Control Groups, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Experimental GroupsTurkey

  • Source: Journal of Curriculum and Teaching, v8 n1 p40-45 2019. 6 pp.

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Academic Journal

The Effects of a Motivational Intervention on Improving the Writing Productivity of Students with Learning Disabilities

Subjects: Learning Disabilities, Writing Instruction, Learning Motivation, Motivation Techniques, Writing Evaluation, Feedback (Response), Writing (Composition), Story Telling, Instructional Effectiveness, Intervention, Outcomes of Education, Writing Attitudes, Learning Disabilities, Learning Disabilities, Writing Instruction, Learning Motivation, Motivation Techniques, Writing Evaluation, Feedback (Response), Writing (Composition), Story Telling, Instructional Effectiveness, Intervention, Outcomes of Education, Writing Attitudes, Writing Instruction, Learning Disabilities, Writing Instruction, Learning Motivation, Motivation Techniques, Writing Evaluation, Feedback (Response), Writing (Composition), Story Telling, Instructional Effectiveness, Intervention, Outcomes of Education, Writing Attitudes, Learning Motivation, Learning Disabilities, Writing Instruction, Learning Motivation, Motivation Techniques, Writing Evaluation, Feedback (Response), Writing (Composition), Story Telling, Instructional Effectiveness, Intervention, Outcomes of Education, Writing Attitudes, Motivation Techniques, Learning Disabilities, Writing Instruction, Learning Motivation, Motivation Techniques, Writing Evaluation, Feedback (Response), Writing (Composition), Story Telling, Instructional Effectiveness, Intervention, Outcomes of Education, Writing Attitudes, Writing Evaluation, Learning Disabilities, Writing Instruction, Learning Motivation, Motivation Techniques, Writing Evaluation, Feedback (Response), Writing (Composition), Story Telling, Instructional Effectiveness, Intervention, Outcomes of Education, Writing Attitudes, Feedback (Response), Learning Disabilities, Writing Instruction, Learning Motivation, Motivation Techniques, Writing Evaluation, Feedback (Response), Writing (Composition), Story Telling, Instructional Effectiveness, Intervention, Outcomes of Education, Writing Attitudes, Writing (Composition), Learning Disabilities, Writing Instruction, Learning Motivation, Motivation Techniques, Writing Evaluation, Feedback (Response), Writing (Composition), Story Telling, Instructional Effectiveness, Intervention, Outcomes of Education, Writing Attitudes, Story Telling, Learning Disabilities, Writing Instruction, Learning Motivation, Motivation Techniques, Writing Evaluation, Feedback (Response), Writing (Composition), Story Telling, Instructional Effectiveness, Intervention, Outcomes of Education, Writing Attitudes, Instructional Effectiveness, Learning Disabilities, Writing Instruction, Learning Motivation, Motivation Techniques, Writing Evaluation, Feedback (Response), Writing (Composition), Story Telling, Instructional Effectiveness, Intervention, Outcomes of Education, Writing Attitudes, Intervention, Learning Disabilities, Writing Instruction, Learning Motivation, Motivation Techniques, Writing Evaluation, Feedback (Response), Writing (Composition), Story Telling, Instructional Effectiveness, Intervention, Outcomes of Education, Writing Attitudes, Outcomes of Education, Learning Disabilities, Writing Instruction, Learning Motivation, Motivation Techniques, Writing Evaluation, Feedback (Response), Writing (Composition), Story Telling, Instructional Effectiveness, Intervention, Outcomes of Education, Writing Attitudes, Writing Attitudes, Learning Disabilities, Writing Instruction, Learning Motivation, Motivation Techniques, Writing Evaluation, Feedback (Response), Writing (Composition), Story Telling, Instructional Effectiveness, Intervention, Outcomes of Education, Writing Attitudes, Foreign CountriesGermany

  • Source: International Education Studies, v12 n3 p36-44 2019. 9 pp.

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