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ERIC Number: EJ1074799
Record Type: Journal
Publication Date: 2015-Aug
Pages: 27
Abstractor: As Provided
Reference Count: 26
ISSN: EISSN-1527-9316
Investigating the Impact of Feedback Instruction: Partnering Preservice Teachers with Middle School Students to Provide Digital, Scaffolded Feedback
Falter Thomas, Angela; Sondergeld, Toni
Journal of the Scholarship of Teaching and Learning, v15 n4 p83-109 Aug 2015
This article investigates the impact of scaffolded feedback instruction provided through an undergraduate methods course. Because of a desire for preservice teachers to have online teaching experience and due to low performance scores in assessment on the edTPA, a project was created which partnered preservice teachers with middle-grades students. Preservice teachers provided digital feedback, as students worked on a research project, while receiving scaffolded instruction about feedback in their methods course. Our study utilizes a mixed-methods intrinsic case study design. Participants included 82 rural middle school students and 16 preservice teachers from a large public university in the Midwest. As a result of participating in the methods course, preservice teachers' abilities, confidence, and beliefs about giving feedback improved. Middle-grades students reported feeling positive about receiving feedback and felt it was helpful. Implications for instructors, preservice teacher training, middle-grades student learning, and issues related to studying teacher education are discussed.
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Middle Schools; Secondary Education; Junior High Schools; Grade 7; Elementary Education; Grade 8; Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio