Anal-Canal
发表于 2025-3-25 06:30:00
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感激小女
发表于 2025-3-25 11:09:13
Student Feedback as a Source for Reflection in Practical Phases of Teacher Educational relevance and validity of students’ perceptions on teaching, and on the use of student feedback for teaching development, core findings from two comparable quasi-experimental studies from Germany and Switzerland are presented in detail. The studies focus on the change of attitudes towards student
ALIEN
发表于 2025-3-25 14:06:38
Reciprocal Student–Teacher Feedback: Effects on Perceived Quality of Cooperation and Teacher Healthearch on offer-use models of lesson quality and student–teacher relationships documents this interaction. Feedback focused on expressing the quality of cooperation can lead to higher quality of cooperation. The fact that feedback is reciprocal, from teacher to student and vice versa, helps to avoid
协迫
发表于 2025-3-25 19:11:02
Student Voice and Student Feedback: How Critical Pragmatism Can Reframe Research and Practicecontribute to the development of schools as democratic communities. Student feedback is thus positioned as a part of student voice, which has its roots in the United Nations Convention on the Rights of the Child (UNICEF, 1989). We question the ways in which schools elicit the views of students and h
缺乏
发表于 2025-3-25 21:27:06
What Can We Learn from Research on Multisource Feedback in Organizations?l., .). The review covers key topics on the research and application of MSF for developing leaders in organizations. The focus of the chapter is on how research on MSF can be applied to the implementation of student feedback to teachers in schools. Based on this research, recommendations are offered
Aromatic
发表于 2025-3-26 03:21:21
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Neuralgia
发表于 2025-3-26 07:34:30
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phytochemicals
发表于 2025-3-26 09:25:06
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conquer
发表于 2025-3-26 16:29:50
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disparage
发表于 2025-3-26 17:45:55
Student Ratings of Teaching Quality Dimensions: Empirical Findings and Future Directionsssing while responding to survey items. We discuss three areas that seem promising for future research: the complexity and comprehensibility of survey items, the referent and addressee of items, and finally, the idiosyncratic nature of student ratings.