“Without adding these details, your writing is meaningless”: Evaluating preservice teachers’ constructive feedback on a writing assignment
Abstract
Reference
Fong, C.J., Williams, K.M., Schallert, D.L., Warner, J.R. (2013). “Without adding these details, your writing is meaningless”: Evaluating preservice teachers’ constructive feedback on a writing assignment. In P.J. Dunston, S.K. Fullerton, C.C. Bates, P.M. Stecker, A.H. Cole, D. Herro & K.N. Headley (Eds.), The 62nd Yearbook of the Literacy Research Association (pp. 345-359). Altamante Springs, Florida: Literacy Research Association.
Journal
Yearbook of the National Reading Conference
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- Southwestern United States
- Texas
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
Preservice Sample Size
20
Duration of Data Collection
Data Sources
- University coursework assignment (e.g. writing/project done for a grade)
- written feedback sheets
Data Analysis Tools
- ANOVA
- Pearson product-moment correlation analysis
Researcher Positionality
Research Questions
(a) Which of Hattie and Timperley’s (2007) four foci figured more prominently in preservice teachers’ feedback statements on a writing assignment? (p 348)
Is this research question explicit from the manuscript? Yes
(b) How are the four categories related to ratings of how effective each feedback statement would be in helping a student rewrite the essay?
Is this research question explicit from the manuscript? Unknown