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Better Feedback for Deeper Learning

A Principal's Reflections

Goodwin & Miller (2012) provided this summary: In Marzano, Pickering, and Pollock's 2001 meta-analysis, McREL researchers found an effect size for feedback of 0.76, which translates roughly into a 28-percentile point difference in average achievement (Beesley & Apthorp, 2010; Dean, Pitler, Hubbell, & Stone, 2012). How am I going?

Learning 341
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Full

Dangerously Irrelevant

Other faculty members start ABD (all but dissertation) in 1999, get off to a really slow start at University 1 because they need to complete their dissertation and are overwhelmed by department-level service commitments, switch universities in 2001 because of a gracious offer to start over, get ‘distracted’ at University 2 with exciting new opportunities (..)

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Understanding, Teaching, and Reaching Digital Native Students—and Digital Native Caregivers

Waterford

October 2001. November 2007. Adobe Blog. September 2018. Getting to Know Gen Z.” Barnes & Noble College. Prensky, Marc. Digital Natives Digital Immigrants.” MarcPrensky.com. Scharton, Hilary. Busting the Myths of the Digital Native.” OurChildren.org. Bowman, Sam. Faculty Focus. March 2020. Lynch, Matthew. EdWeek.org. Edutopia.org.

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Culturally Responsive Teaching: Tips and Strategies for Educators

Waterford

Intercultural Education, 2001, 12(1), pp. Teaching and Teacher Education, October 2007, 23(7), pp. Multicultural Education, 2007, 14(4), pp. Culturally Responsive Teaching: What do selected United States elementary school teachers think? Siwatu, K.O. National Center for Education Statistics. The Equity Alliance at ASU.

Strategy 200
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U.S. K-12 Educational Technology Policy: Historical Notes on the Federal Role

Doug Levin

FY 2001: $450,000,000. Legislative Authorization: Title II, Part D (Sections 2401-2422) of the No Child Left Behind Act of 2001. This change remained in appropriations language from FY 2007 through FY 2011. FY 2007 $273,100,000 (President Bush’s request: $0). FY 1998: $425,000,000. 2012 and 2012 (ARRA case studies).

Policies 150
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Some teachers get frustrated trying to reach kids. This teacher has the answer.

The CoolCatTeacher

Teachers who experience close relationships with students reported that their students were less likely to avoid school, appeared more self-directed, more cooperative and more engaged in learning (Birch & Ladd, 1997; Decker, Dona, & Christenson, 2007; Klem & Connell, 2004).”

Training 150
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Resources for Teachers and Instructional Coaches – April 2022

Edthena

Teachers want ideas that will enhance interactions with the students they see daily in order to gain personal “mastery experiences” that show they make a difference (Bandura, 2001). Teachers want feedback they trust. Teachers want feedback quickly.