The Myers-Goodboy/Dok Approach to Positive Disposition through Feedback Training in Preservice Teacher Education
Abstract
The practice of formative assessment through teacher question and student response has received increased research attention in recent years (Chin, 2006; Evans, 2013; Havnes et al., 2012; Heritage & Heritage, 2013; Lueng, 2004; Ruiz-Primo, 2011; Wiliam, 2001) Specifically, Ruiz-Primo (2011) argued that all interaction between teachers and students can be understood as informal assessment situations, and quantified over the course of time to develop a picture of student learning (p. 16).
Recommended Citation
Reardon, Daniel. "The Myers-Goodboy/Dok Approach to Positive Disposition through Feedback Training in Preservice Teacher Education." Dispositions in Teacher Education: A Global Perspective, Sense Publishers, 2016, pp.57-75.
The definitive version is available at https://doi.org/10.1007/978-94-6300-552-4_3
Department(s)
English and Technical Communication
International Standard Book Number (ISBN)
978-94-6300-550-0
Document Type
Book - Chapter
Document Version
Citation
File Type
text
Language(s)
English
Rights
© 2016 Sense Publishers, All rights reserved.
Publication Date
01 Jan 2016
