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ERIC Number: ED120794
Record Type: RIE
Publication Date: 1975
Pages: 128
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Utilization of Positive Feedback in a Classroom Environment of Acceptance to Promote Enhanced Learner Self-Concept and Improved Written Performance.
Goodman, Alberta Darlene Judith
In this study, four teachers each taught a composition course at a community college in which they pointed out only those aspects of the students' work which were praiseworthy. On student essays, in their logs, during in-class activities, and during conferences, students were given only positive feedback. The objective of this approach was not to correct deficiencies, but to build strengths. To accommodate learning preferences, students were allowed to choose among small group work, role playing, modularized packages, mediated approaches, peer teaching, sensitivity exercises, simulations, decision-making games, and individualized projects as possible vehicles by which they could meet the goals of the course. The evaluative instruments included a pre- and post-test measurement which was a self-report language attitude questionnaire, the Personal Orientation Inventory, and performance differences in terms of amplitude and coherence counts between diagnostic and final essays. It was concluded that the students grew in both their self-concept of their ability to communicate and in their actual ability. (Author/TS)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-9317, MF$7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: A.D. Dissertation, The University of Michigan