ERIC Number: EJ1218970
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
EISSN: N/A
Harnessing the Power of Fantastic Attempts: Kindergarten Teacher Perspectives on Student Mistakes
Journal of Educational Research, v112 n4 p535-549 2019
Now, more than ever, American students at all grade levels face intense pressure to increase academic performance--including kindergarteners. Given that prior research has well established that mistakes and corrective feedback are key elements of the learning endeavor, it is critical to closely examine teachers' mistake-related experiences within the current educational context. The author reports on an interview study of 25 public school kindergarten teachers, who articulate in their own words how they perceive and respond to student mistakes in practice. Five central themes drawn from thematic analysis reflect commonly reported ways that teachers strive to respond to mistakes in their real-world classrooms: differentiating responses to the learner, building a positive classroom culture, facilitating student self-correction, adjusting instruction, and considering outside factors. The author concludes with a discussion connecting these themes to existing research and considering implications for research, policy, and classroom teaching.
Descriptors: Kindergarten, Preschool Teachers, Teacher Attitudes, Teacher Student Relationship, Young Children, Error Patterns, Error Correction, Feedback (Response), Teacher Response, Individualized Instruction, Classroom Environment, Classroom Techniques, Safety, Trust (Psychology), Modeling (Psychology)
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A