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dc.contributor.authorFairbanks, Emerie
dc.date.accessioned2019-06-06T00:53:09Z
dc.date.available2019-06-06T00:53:09Z
dc.date.issued2018-12
dc.identifier.urihttp://hdl.handle.net/11122/10292
dc.descriptionThesis (M.Ed.) University of Alaska Fairbanks, 2018en_US
dc.description.abstractThis 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.en_US
dc.description.sponsorshipLiteracy for Emergent Bilinguals Grant, U.S. Department of Educationen_US
dc.language.isoenen_US
dc.subjectchildrenen_US
dc.subjectlanguageen_US
dc.subjectacquisitionen_US
dc.subjectmethodsen_US
dc.subjectkindergartenen_US
dc.subjectteachersen_US
dc.subjectearly childhood educationen_US
dc.subjectEnglish languageen_US
dc.subjectteachingen_US
dc.titleA teacher's role in feedback and instructional conversations in a kindergarten ELA classroomen_US
dc.typeThesisen_US
dc.type.degreemeden_US
dc.identifier.departmentSchool of Educationen_US
dc.contributor.chairHogan, Maureen
dc.contributor.committeeMartelle, Wendy
dc.contributor.committeeSiekmann, Sabine
refterms.dateFOA2020-03-07T01:09:00Z


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