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    A teacher's role in feedback and instructional conversations in a kindergarten ELA classroom

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    Fairbanks_E_2018.pdf
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    Author
    Fairbanks, Emerie
    Chair
    Hogan, Maureen
    Committee
    Martelle, Wendy
    Siekmann, Sabine
    Keyword
    children
    language
    acquisition
    methods
    kindergarten
    teachers
    early childhood education
    English language
    teaching
    Metadata
    Show full item record
    URI
    http://hdl.handle.net/11122/10292
    Abstract
    This teacher action research examines the role of the teacher and the use of feedback to support kindergarten students' language development. This study provides three emergent categories: A) Corrective feedback provided by the teacher with and without the option of the correct form of students' utterance. B) Student provided feedback: self-correction (no teacher influence) or correcting a classmate. C) Extending the conversation through teacher prompting and students collaborating in the meaning-making process. The findings showed providing feedback was beneficial to students' language development. The findings in this research study can be used to inform educators interested in the role feedback plays in language development as well as how they can most effectively provide feedback to student errors. Although educators' contexts may be different, the findings in this study may assist and guide them in discovering what methods and ways of providing feedback work best for them and their students.
    Description
    Thesis (M.Ed.) University of Alaska Fairbanks, 2018
    Date
    2018-12
    Type
    Thesis
    Collections
    College of Natural Sciences and Mathematics

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