語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Towards designing effective feedback...
~
Watson, Jeffrey G.
FindBook
Google Book
Amazon
博客來
Towards designing effective feedback systems for public schools.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Towards designing effective feedback systems for public schools./
作者:
Watson, Jeffrey G.
面頁冊數:
267 p.
附註:
Source: Dissertation Abstracts International, Volume: 66-12, Section: B, page: 6852.
Contained By:
Dissertation Abstracts International66-12B.
標題:
Engineering, Industrial. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3200086
ISBN:
9780542469008
Towards designing effective feedback systems for public schools.
Watson, Jeffrey G.
Towards designing effective feedback systems for public schools.
- 267 p.
Source: Dissertation Abstracts International, Volume: 66-12, Section: B, page: 6852.
Thesis (Ph.D.)--The University of Wisconsin - Madison, 2005.
Understanding how schools can use data to improve instruction and learning depends in part on understanding the processes associated with using data as a source of feedback. This dissertation develops a conceptual model useful for studying how different types of data provide feedback about instruction and learning. The educational feedback model (EFM) is informed by prior research such as traditional data-inquiry models (Bernhardt, 1999; Love, 2002), systems theory (von Bertalanffy, 1969; Bogart, 1980; Miller & Miller, 1990), and feedback and performance models (Nadler, 1978; Ilgen, Fisher, & Taylor, 1979; Ashford & Cummings, 1983, Smith and Smith, 1987) and consists of five iterative stages. The acquiring feedback stage consists of processes associated with identifying potential sources of feedback, developing new assessments and surveys, and scoring those assessments to create data. The managing feedback stage is comprised of processes associated with data management, the use of technology, and reporting. The interpretation stage is represented by processes associated with analyzing data, such as identifying relative strengths and weaknesses. The response stage consists of processes associated with identifying and applying responses based on the feedback interpretations. Finally, the framing feedback stage represents the types of resources that provide overall meaning to feedback and define learning goals. Qualitative methods (Yin, 1983; Miles & Huberman, 1994) we used to analyze interview and field note documents from 6 schools in a large urban school district. Analyses were designed to answer three research questions. First, findings provide a compendium of data sources identified across the 6 cases. Secondly, the feedback processes were identified for the two or three data types used by each school. Finally, facilitating and inhibiting factors were identified for the purpose of better understanding the opportunities and challenges of using data as a feedback signal. Findings were synthesized and used to redesign the EFM. Furthermore, major findings about the necessary conditions that must exist in schools before feedback can be connected to a response.
ISBN: 9780542469008Subjects--Topical Terms:
626639
Engineering, Industrial.
Towards designing effective feedback systems for public schools.
LDR
:03089nmm 2200277 4500
001
1823260
005
20061128082917.5
008
130610s2005 eng d
020
$a
9780542469008
035
$a
(UnM)AAI3200086
035
$a
AAI3200086
040
$a
UnM
$c
UnM
100
1
$a
Watson, Jeffrey G.
$3
1912373
245
1 0
$a
Towards designing effective feedback systems for public schools.
300
$a
267 p.
500
$a
Source: Dissertation Abstracts International, Volume: 66-12, Section: B, page: 6852.
500
$a
Supervisor: Pascale Carayon.
502
$a
Thesis (Ph.D.)--The University of Wisconsin - Madison, 2005.
520
$a
Understanding how schools can use data to improve instruction and learning depends in part on understanding the processes associated with using data as a source of feedback. This dissertation develops a conceptual model useful for studying how different types of data provide feedback about instruction and learning. The educational feedback model (EFM) is informed by prior research such as traditional data-inquiry models (Bernhardt, 1999; Love, 2002), systems theory (von Bertalanffy, 1969; Bogart, 1980; Miller & Miller, 1990), and feedback and performance models (Nadler, 1978; Ilgen, Fisher, & Taylor, 1979; Ashford & Cummings, 1983, Smith and Smith, 1987) and consists of five iterative stages. The acquiring feedback stage consists of processes associated with identifying potential sources of feedback, developing new assessments and surveys, and scoring those assessments to create data. The managing feedback stage is comprised of processes associated with data management, the use of technology, and reporting. The interpretation stage is represented by processes associated with analyzing data, such as identifying relative strengths and weaknesses. The response stage consists of processes associated with identifying and applying responses based on the feedback interpretations. Finally, the framing feedback stage represents the types of resources that provide overall meaning to feedback and define learning goals. Qualitative methods (Yin, 1983; Miles & Huberman, 1994) we used to analyze interview and field note documents from 6 schools in a large urban school district. Analyses were designed to answer three research questions. First, findings provide a compendium of data sources identified across the 6 cases. Secondly, the feedback processes were identified for the two or three data types used by each school. Finally, facilitating and inhibiting factors were identified for the purpose of better understanding the opportunities and challenges of using data as a feedback signal. Findings were synthesized and used to redesign the EFM. Furthermore, major findings about the necessary conditions that must exist in schools before feedback can be connected to a response.
590
$a
School code: 0262.
650
4
$a
Engineering, Industrial.
$3
626639
650
4
$a
Education, General.
$3
1019158
690
$a
0546
690
$a
0515
710
2 0
$a
The University of Wisconsin - Madison.
$3
626640
773
0
$t
Dissertation Abstracts International
$g
66-12B.
790
1 0
$a
Carayon, Pascale,
$e
advisor
790
$a
0262
791
$a
Ph.D.
792
$a
2005
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3200086
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9214123
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入