Examining the Impact of Critical Feedback on Learner Engagement in Secondary Mathematics Classrooms: A Multi-Level Analysis

Autor/inn/en	Kearney, W. Sean; Webb, Michael; Goldhorn, Jeff; Peters, Michelle L.
Titel	Examining the Impact of Critical Feedback on Learner Engagement in Secondary Mathematics Classrooms: A Multi-Level Analysis
Quelle	In: AASA Journal of Scholarship & Practice, 10 (2013) 1, S.23-38 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Academic Achievement; Learner Engagement; Feedback (Response); School Size; Mathematics Instruction; Observation; Measures (Individuals); Secondary Education; Secondary School Students; Secondary School Teachers; Statistical Analysis; Hierarchical Linear Modeling; Texas + Suchen Sie Ihr Suchwort? Schulleistung; Mathematics lessons; Mathematikunterricht; Beobachtung; Messdaten; Sekundarbereich; Sekundarschüler; Statistische Analyse
Abstract	This article presents a quantitative study utilizing HLM to analyze classroom walkthrough data completed by principals within 87 secondary mathematics classrooms across 9 public schools in Texas. This research is based on the theoretical framework of learner engagement as established by Argryis & Schon (1996), and refined by Marks (2000). It is also informed by Glickman, Gordon, and Ross-Gordon's (2012) theories on critical feedback. The results of the multi-level analyses indicate that regardless of school size or socioeconomic status, secondary level classes in which teachers provide students with critical feedback on their mathematics assignments are more likely to have higher levels of learner engagement than classes in which students receive less feedback from their teachers. (Contains 4 tables.) (As Provided).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/jsp.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10