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Download full textGhazal, Lubna; Gul, Raisa; Hanzala, Mehnaz; Jessop, Tansy; Tharani, Ambreen – International Journal of Higher Education, 2014
Excellence in academic performance at the graduate level requires good command of writing skills. Teachers' written feedback can help students to develop their writing skills. However, several personal and contextual factors may influence feedback processes and its utilization by students. Therefore, understanding these factors is essential to…
Descriptors: Foreign Countries, Graduate Students, Student Attitudes, Student Evaluation
Direct linkZhao, Huahui – Assessing Writing, 2010
Existing comparative studies between peer and teacher feedback in English writing classes have predominantly used frequency measures of peer and teacher feedback in learners' revisions to suggest their relative values for developing learners' writing proficiency. However, learners do not necessarily understand the feedback that is used in their…
Descriptors: Feedback (Response), Second Language Learning, English (Second Language), Comprehension
Beyer, Catharine Hoffman; Gillmore, Gerald M. – Change: The Magazine of Higher Learning, 2007
In an attempt to capture the diverse experience of undergraduates at the University of Washington (UW), the authors designed and conducted the University of Washington's Study of Undergraduate Learning (UW SOUL), a longitudinal study that tracked 304 students (about five percent of the entering freshman and transfer class) through their…
Descriptors: Program Effectiveness, Learning Experience, Longitudinal Studies, Student Evaluation
Rousseve, Ronald J. – Crisis, 1975
Interview conversation with a female black student explodes the racial myth currently circulating in America that a large proportion of contemporary black Americans wish to separate as much as possible from white Americans, repudiating the promise of an integrated society. (Author/AM)
Descriptors: Cultural Context, Educational Resources, Interviews, Racial Integration
JEWELL, R.E.; AND OTHERS – 1965
AN EVALUATION OF AN HONORS ENGLISH TEAM TEACHING PROGRAM WAS REPORTED. THE PROGRAM, DESIGNATED AS A SPIRAL CURRICULUM, WAS ADMINISTERED TO SENIOR HIGH SCHOOL HIGH ABILITY STUDENTS. RESULTS WERE EVALUATED IN TERMS OF (1) STUDENT ACHIEVEMENT IN READING AND WRITING, (2) CHANGES IN STUDENT ATTITUDES AND PARTICIPATION IN GROUP DISCUSSIONS, (3) STUDENT…
Descriptors: Ability Grouping, Curriculum Evaluation, English Curriculum, Field Interviews
