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

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Show simple item record Fairbanks, Emerie 2019-06-06T00:53:09Z 2019-06-06T00:53:09Z 2018-12
dc.description Thesis (M.Ed.) University of Alaska Fairbanks, 2018 en_US
dc.description.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. en_US
dc.description.sponsorship Literacy for Emergent Bilinguals Grant, U.S. Department of Education en_US
dc.language.iso en en_US
dc.subject children en_US
dc.subject language en_US
dc.subject acquisition en_US
dc.subject methods en_US
dc.subject kindergarten en_US
dc.subject teachers en_US
dc.subject early childhood education en_US
dc.subject English language en_US
dc.subject teaching en_US
dc.title A teacher's role in feedback and instructional conversations in a kindergarten ELA classroom en_US
dc.type Thesis en_US med en_US
dc.identifier.department School of Education en_US
dc.contributor.chair Hogan, Maureen
dc.contributor.committee Martelle, Wendy
dc.contributor.committee Siekmann, Sabine

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