Teacher Practice: A Spotlight on the Use of Feedback and Conferencing in the First Year of Schooling

Citation data:

Australian Journal of Teacher Education, ISSN: 1835-517X, Vol: 39, Issue: 9, Page: 130-152

Publication Year:
2014
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Repository URL:
http://ro.ecu.edu.au/ajte/vol39/iss9/9
DOI:
10.14221/ajte.2014v39n9.10
Author(s):
Nicholas, Maria; Paatsch, Louise
Publisher(s):
Edith Cowan University
Tags:
Social Sciences; feedback; conferencing; phonemic awareness; early years; Educational Methods
article description
With the prevalence of statements that refer to a need to "bridge", "narrow" or "close" gaps in achievement it would appear that Government bodies have an appreciation for the fact that students need not be victims of circumstance. In addition to this, research has suggested that certain skills, such as the acquisition of phonemic awareness, need to be acquired in the early years to ensure that children do not fall behind their peers. Use of feedback is one way in which teachers have attempted to positively influence student outcomes. There are authors, however, who have suggested that not all forms of feedback are necessarily effective. In light of these perspectives, this study sought to investigate whether the incorporation of student/teacher conferences into a pre-existing program could be seen to support the development of phonemic awareness skills of students in their first year of schooling.