- Publisher: Cambridge University Press
- Online publication date: November 2018
- Print publication year: 2018
- Online ISBN: 9781316832134
- DOI: https://doi.org/10.1017/9781316832134
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This book brings together leading scholars from around the world to provide their most influential thinking on instructional feedback. The chapters range from academic, in-depth reviews of the research on instructional feedback to a case study on how feedback altered the life-course of one author. Furthermore, it features critical subject areas - including mathematics, science, music, and even animal training - and focuses on working at various developmental levels of learners. The affective, non-cognitive aspects of feedback are also targeted; such as how learners react emotionally to receiving feedback. The exploration of the theoretical underpinnings of how feedback changes the course of instruction leads to practical advice on how to give such feedback effectively in a variety of diverse contexts. Anyone interested in researching instructional feedback, or providing it in their class or course, will discover why, when, and where instructional feedback is effective and how best to provide it.
John Hattie - Laureate Professor, University of Melbourne, Australia and Chair of the Board of the Australian Institute for Teaching and School Leadership
Ronold A. Beghetto - University of Connecticut
Anita Woolfolk Hoy - Professor Emerita, The Ohio State University
S. W. French Source: Choice
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