ERIC Number: EJ727208
Record Type: Journal
Publication Date: 2004
Reference Count: N/A
Feedback Practices in a Sample of Children with Emotional and/or Behavioral Difficulties: The Relationship between Teacher and Child Perceptions of Feedback Frequency and the Role of Child Sensitivity
Glen, Tamara; Heath, Nancy Lee; Karagiannakis, Anastasia; Hoida, David
Emotional and Behavioural Difficulties, v9 n1 p54-69 2004
This study examined two aspects of feedback in a population of children displaying emotional and/or behavioral difficulties. The study explored the agreement in teachers' and children's reports of positive and corrective feedback, as well as the role of teachers' beliefs concerning the child's sensitivity to feedback. Teachers' sensitivity ratings were positively correlated with teachers' reports of positive feedback, indicating that teachers may give differential feedback based on the teachers' perceptions of the child's sensitivity to feedback rather than specifically on performance indicators. Discrepancies between teachers' and children's reports of feedback were also evident. Given the critical role of feedback in the academic and social adjustment of children with emotional and/or behavioral difficulties, implications of feedback practices are explored.
Descriptors: Social Adjustment, Feedback, Children, Emotional Problems, Behavior Problems, Teacher Attitudes, Student Attitudes, Emotional Response
SAGE Publications, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243 (Toll Free); Fax: 800-583-2665 (Toll Free).
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A