Feedback Strategies from a Student's Perspective
This classroom research project examines the effectiveness of formative feedback strategies in discussion classes. Formative feedback is a form of feedback where students identify their language problem and are given a chance to practice their weakness (Tuttle and Tuttle, 2012). In other words, formative feedback quickly “fixes” behaviors. The aim of this project was to understand student’s perceptions after receiving formative feedback. Students responded to a questionnaire that asked them to evaluate the feedback they had received and whether they could use the feedback in future activities. While over 90% of the students stated that formative feedback was helpful, less than 60% of the students reported that it was the most helpful activity
Making ‘It’ Happen
Gadamer and the Social Sciences GADAMER IS a rather marginal figure in the Anglophone academy at present – perhaps remembered only via the now rather over-familiar debates about social science methodology that helped, in the 1960s and 1970s, define the intellectual landscape of many of the major social sciences. At that time, Gadamerian hermeneutics was briefly trendy and widely seen as an antidote to both the banalities of a residual positivism as well as what were then just beginning to be viewed as Marxism’s oppressive ‘totalizations of the social’. However, in the hazy conceptual light cast by this intellectual context, the wider philosophical merits of Gadamer’s thought were overlooked (perhaps because it was seen as a difficult landing site for the new breed of name-dropping intellectual tourist). Instead, Gadamer was represented as merely as one of the early prime movers of the exodus from the old methodological orthodoxies – towards the now more or less mainstream Verstehende ‘culturalist’ moment in social thought where the theorization and analysis of meaning-in-discourse and the local ‘production’ of culture and society came to dominate under the sign of the ‘postmodern’. Gadamerian concepts such as ‘tradition’, ‘prejudice’, ‘effective history’ and the ‘fusion of horizons’ made their way into social philosophy’s lexical hall of fame for sure, but they stood there largely as conceptual precursors to a new methodological moment, and are now possibly more ornamental curiosities than living and working intellectual terms of art. In
Good elementary education
Abstract The aim of this study is to identify good elementary education standards that would contribute to the elimination of inequalities in the implementations regarding the utilization -and making it utilized- of the right to elemetary education. Being a descriptive one, this study attempted to identify the definitions and explanations of the right to education in universal documents by a review of literature. The study then attempted to explain the drawbacks concerning the protection and the utilization of the right to education. The study proposes some standards such as accessibility, content, operation so as to eliminate the obstacles hindering the utilization of the right to elementary education.