关于教师在初中社会研究课堂上使用反馈促进阅读理解的混合方法研究

IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Erin Hogan , Blair Payne
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引用次数: 0

摘要

背景虽然反馈对学生的学习成绩一直有着积极的影响,但由于教师在课堂上如何使用反馈等多种因素的影响,其效果也存在很大的差异。因此,了解教师如何在全纳中学社会研究课堂上使用反馈作为其内容领域读写教学的一部分,是一个值得研究的对象。我们利用这一数据集,首先了解教师使用反馈是否提高了学生理解性阅读社会学课文的能力,以及从课文中获取社会学内容知识的能力。样本定量分析包括来自美国 28 位教师的 8865 分钟课堂教学录音。此外,还收集了 893 名学生的社会学知识掌握情况和阅读理解成绩测量数据。定性分析包括随机抽取的五位教师的 37 份课堂教学录音记录(每节课 38-65 分钟)。定量分析包括对所有 8865 分钟的录音进行编码,以确定是否存在 Hattie 和 Timperley(2007 年)认为有效的反馈。编码结果被用于固定效应模型,以研究教师反馈对学生阅读理解和知识获取结果的影响。定性分析包括对反馈使用模式的集体案例研究。教师的反馈模式表明,他们经常错失帮助学生理解目标并在实现目标的过程中自我调节行为的机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A mixed methods study of teachers’ use of feedback within middle school social studies classrooms to promote reading comprehension

Background

Although feedback is consistently shown to have a positive effect on student achievement, there is also large heterogeneity in effect based on a variety of factors including how teachers use it in the classroom. Understanding how teachers use feedback as part of their content area literacy instruction in inclusive middle school social studies classrooms is therefore a worthy object of investigation.

Aims

This paper applies an explanatory-sequential mixed-methods design to an existing dataset. We leverage this dataset to first understand whether teachers' feedback use improved students' ability to read social studies texts with understanding and acquire social studies content knowledge from text. It then characterizes the feedback teachers used and draws conclusions on how feedback's form may have influenced its effect.

Samples

Quantitative analysis included 8865 min of audio recorded classroom instruction from 28 teachers in the United States. Additionally, social studies knowledge acquisition and reading comprehension achievement measures were collected from 893 students. Qualitative analysis included 37 transcripts of audio recorded lessons (38–65 min each) from five randomly selected teachers.

Methods

Quantitative analysis preceded qualitative. Quantitative analyses included coding of all 8865 min to determine presence of feedback found effective by Hattie and Timperley (2007). This coding was used in a fixed effects model to investigate the effect teacher feedback use had on student reading comprehension and knowledge acquisition outcomes. Qualitative analysis included a collective case study of patterns of feedback use.

Results

Feedback did not have a substantial association with scores on the content knowledge or reading comprehension measures. Teachers’ feedback patterns suggest they frequently missed opportunities to help students understand goals and self-regulate their behavior as they moved toward them.

Conclusions

The ineffective forms of feedback displayed by teachers likely reduced feedback's effect on student outcomes.

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来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
期刊介绍: As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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