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- W2017677911 abstract "The needs of the teacher who seeks successful practical action are different from the needs of the scientist seeking truth. One of the characteristic needs of practitioners such as teachers is frequent ongoing feedback for taking immediate action. However, the feedback for teachers on their instruction is often much less than it might be. Although measures designed by those outside the classroom may be used to provide additional feedback, the measures designed by teachers inside the classroom are more likely to meet the purposes of particular teachers in particular classrooms. Traditional teacher-made and teacher-scored tests, however, are not likely to be sufficient. Student self-recording can remedy much of this deficit by providing frequent ongoing feedback to the teacher on student progress and on the effectiveness of the teacher's instruction. Discussion of these records can then help to assure that what is recorded will be meaningful and lead to useful improvements in the instruction. Some guidelines for integrating student self-recording with discussion are presented, and two examples of field projects in the first grade illustrate how this may work in particular classrooms." @default.
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- W2017677911 title "Improving the instruction of young children with self-recording and discussion" @default.
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