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TEACHER MINDSET AND THE NATURE OF FEEDBACK PROVIDED TO STUDENTS IN THE PENNSYLVANIA KEYSTONE COURSES

Prevost, Kimberly (2017) TEACHER MINDSET AND THE NATURE OF FEEDBACK PROVIDED TO STUDENTS IN THE PENNSYLVANIA KEYSTONE COURSES. Doctoral Dissertation, University of Pittsburgh.

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Abstract

This study explored the nature of feedback strategies that teachers of Pennsylvania’s Keystone
courses (Algebra I, biology, and literature) used to prepare their students to meet the minimum
proficiency standard on the corresponding Keystone exam, taken at the end of the course.
Teachers reported highest usage of the following feedback types: teacher-to-student dialogue;
review of homework, quizzes, and tests; and written work that explains student thinking or
learning. Teachers reported lowest usage of self-assessments, pretesting, and online assessments.
The study also explored the relationship between teacher mindset, related to beliefs about
intellectual capacity and effort, and the feedback that teachers provided to students throughout
the course. The relationship between the nature of feedback teachers provided during the course
and the performance of the enrolled student population on the Keystone exam was explored.
While no statistically significant relationships were found among the variables, implications for
educational practice are discussed through a lens of professional practice. Teacher perceptions
about challenges that interfered with student success on the end-of-course exam are noted. The
researcher used survey research to conduct the study.


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Details

Item Type: University of Pittsburgh ETD
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Prevost, Kimberlykap94@pitt.edukap94
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairTananis, Cynthiatananis@pitt.edutananis
Committee MemberJacob, James
Committee MemberLongo, Geraldlongoj@pitt.edulongoj
Committee MemberTrovato, Charlenetrovato@pitt.edutrovato
Committee MemberGunzenhauser, Michaelmgunzen@pitt.edumgunzen
Date: 29 September 2017
Date Type: Publication
Defense Date: 24 May 2017
Approval Date: 29 September 2017
Submission Date: 28 September 2017
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 151
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Keystone Exams Growth Mindset Feedback
Date Deposited: 29 Sep 2017 12:51
Last Modified: 29 Sep 2017 12:51
URI: http://d-scholarship.pitt.edu/id/eprint/33232

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