1 resultado para drama pedagogy
em Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada
Filtro por publicador
- Repository Napier (2)
- Aberystwyth University Repository - Reino Unido (4)
- Acceda, el repositorio institucional de la Universidad de Las Palmas de Gran Canaria. España (2)
- Adam Mickiewicz University Repository (1)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (1)
- AMS Tesi di Laurea - Alm@DL - Università di Bologna (1)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (1)
- Biblioteca Digital | Sistema Integrado de Documentación | UNCuyo - UNCUYO. UNIVERSIDAD NACIONAL DE CUYO. (1)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (3)
- Biblioteca Digital de Teses e Dissertações Eletrônicas da UERJ (2)
- Biblioteca Valenciana Digital - Ministerio de Educación, Cultura y Deporte - Valencia - Espanha (5)
- Bibloteca do Senado Federal do Brasil (62)
- Blue Tiger Commons - Lincoln University - USA (1)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (18)
- Brock University, Canada (13)
- Bucknell University Digital Commons - Pensilvania - USA (3)
- Cambridge University Engineering Department Publications Database (1)
- CentAUR: Central Archive University of Reading - UK (82)
- Center for Jewish History Digital Collections (1)
- Clark Digital Commons--knowledge; creativity; research; and innovation of Clark University (2)
- Cochin University of Science & Technology (CUSAT), India (3)
- Coffee Science - Universidade Federal de Lavras (1)
- CORA - Cork Open Research Archive - University College Cork - Ireland (6)
- CUNY Academic Works (3)
- Dalarna University College Electronic Archive (3)
- Deakin Research Online - Australia (157)
- Digital Archives@Colby (11)
- Digital Commons - Michigan Tech (4)
- Digital Howard @ Howard University | Howard University Research (1)
- Digital Peer Publishing (2)
- DigitalCommons@University of Nebraska - Lincoln (2)
- Digitale Sammlungen - Goethe-Universität Frankfurt am Main (59)
- Doria (National Library of Finland DSpace Services) - National Library of Finland, Finland (1)
- Funes: Repositorio digital de documentos en Educación Matemática - Colombia (1)
- Gallica, Bibliotheque Numerique - Bibliothèque nationale de France (French National Library) (BnF), France (1)
- Greenwich Academic Literature Archive - UK (1)
- Helda - Digital Repository of University of Helsinki (2)
- Memoria Académica - FaHCE, UNLP - Argentina (21)
- Ministerio de Cultura, Spain (42)
- National Center for Biotechnology Information - NCBI (2)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (58)
- Queensland University of Technology - ePrints Archive (149)
- ReCiL - Repositório Científico Lusófona - Grupo Lusófona, Portugal (2)
- RepoCLACAI - Consorcio Latinoamericano Contra el Aborto Inseguro (1)
- Repositório Científico do Instituto Politécnico de Lisboa - Portugal (3)
- Repositório Institucional da Universidade de Aveiro - Portugal (1)
- Repositório Institucional da Universidade Estadual de São Paulo - UNESP (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (10)
- SAPIENTIA - Universidade do Algarve - Portugal (1)
- Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada (1)
- Universidad Autónoma de Nuevo León, Mexico (26)
- Universidad de Alicante (1)
- Universidad Politécnica de Madrid (1)
- Universidade Complutense de Madrid (1)
- Universidade de Lisboa - Repositório Aberto (1)
- Universidade Federal do Rio Grande do Norte (UFRN) (3)
- Universitat de Girona, Spain (1)
- University of Michigan (203)
- WestminsterResearch - UK (3)
Resumo:
In order to determine how consistent feedback is within the English Cégep system, this study explores three key aspects of feedback provided to students: the amount of feedback provided, the nature of the feedback according to the defined criteria, and the relative importance of the three categories. Twenty-three teachers in four English departments participated in the study. Data was collected from a detailed questionnaire to give some context in terms of teacher training, experience, and assessment practices. Respondents were then asked to provide written feedback on a sample student essay. Their comments werw analysed in terms of the nature of the feedback, how consistent that feedback was between teachers, and how closely the feedback reflected the stated instructional objectives.