The Myers-Goodboy/Dok Approach to Positive Disposition through Feedback Training in Preservice Teacher Education

Daniel C. Reardon

doi:10.1007/978-94-6300-552-4_3

The Myers-Goodboy/Dok Approach to Positive Disposition through Feedback Training in Preservice Teacher Education

Daniel C. Reardon

English and Technical Communication

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

The practice of formative assessment through teacher question and student response has received increased research attention in recent years (Chin, 2006; Evans, 2013; Havnes et al., 2012; Heritage & Heritage, 2013; Lueng, 2004; Ruiz-Primo, 2011; Wiliam, 2001) Specifically, Ruiz-Primo (2011) argued that all interaction between teachers and students can be understood as informal assessment situations, and quantified over the course of time to develop a picture of student learning (p. 16).

Original language	American English
Title of host publication	Dispositions in Teacher Education: A Global Perspective
DOIs	https://doi.org/10.1007/978-94-6300-552-4_3
State	Published - Jan 1 2016

Access to Document

10.1007/978-94-6300-552-4_3License: Unspecified

https://doi.org/10.1007/978-94-6300-552-4_3

Cite this

@inbook{1c1ab82488f84dbbbb7322f441e5c181,

title = "The Myers-Goodboy/Dok Approach to Positive Disposition through Feedback Training in Preservice Teacher Education",

abstract = " The practice of formative assessment through teacher question and student response has received increased research attention in recent years (Chin, 2006; Evans, 2013; Havnes et al., 2012; Heritage \& Heritage, 2013; Lueng, 2004; Ruiz-Primo, 2011; Wiliam, 2001) Specifically, Ruiz-Primo (2011) argued that all interaction between teachers and students can be understood as informal assessment situations, and quantified over the course of time to develop a picture of student learning (p. 16).",

author = "Reardon, \{Daniel C.\}",

year = "2016",

month = jan,

day = "1",

doi = "10.1007/978-94-6300-552-4\_3",

language = "American English",

booktitle = "Dispositions in Teacher Education: A Global Perspective",

}

TY - CHAP

T1 - The Myers-Goodboy/Dok Approach to Positive Disposition through Feedback Training in Preservice Teacher Education

AU - Reardon, Daniel C.

PY - 2016/1/1

Y1 - 2016/1/1

N2 - The practice of formative assessment through teacher question and student response has received increased research attention in recent years (Chin, 2006; Evans, 2013; Havnes et al., 2012; Heritage & Heritage, 2013; Lueng, 2004; Ruiz-Primo, 2011; Wiliam, 2001) Specifically, Ruiz-Primo (2011) argued that all interaction between teachers and students can be understood as informal assessment situations, and quantified over the course of time to develop a picture of student learning (p. 16).

AB - The practice of formative assessment through teacher question and student response has received increased research attention in recent years (Chin, 2006; Evans, 2013; Havnes et al., 2012; Heritage & Heritage, 2013; Lueng, 2004; Ruiz-Primo, 2011; Wiliam, 2001) Specifically, Ruiz-Primo (2011) argued that all interaction between teachers and students can be understood as informal assessment situations, and quantified over the course of time to develop a picture of student learning (p. 16).

UR - https://scholarsmine.mst.edu/eng_teccom_facwork/171

UR - https://doi.org/10.1007/978-94-6300-552-4_3

U2 - 10.1007/978-94-6300-552-4_3

DO - 10.1007/978-94-6300-552-4_3

M3 - Chapter

BT - Dispositions in Teacher Education: A Global Perspective

ER -

The Myers-Goodboy/Dok Approach to Positive Disposition through Feedback Training in Preservice Teacher Education

Abstract

Access to Document

Other files and links

Fingerprint

Cite this