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Journal Article
Pedagogy (2024) 24 (1): 71–94.
Published: 01 January 2024
...Kevin Piper Abstract Research has shown that student silence poses one of greatest challenges in the teaching of race. This article reports on a small one-year study that examined the value of using anonymous student feedback to teach race in the context of Indigenous literatures. The author's...
Journal Article
Pedagogy (2020) 20 (3): 523–548.
Published: 01 October 2020
...Monica Mische This article examines how faculty at one college respond to student writing, how students interpret that feedback, and how through collective self-evaluation and community-building workshops some faculty paved a path toward more productive response. The first part of the findings...
Journal Article
Pedagogy (2022) 22 (3): 461–473.
Published: 01 October 2022
.... The author relates the results of the IRB-approved research of his composition students, who offer feedback about the use of film in the class. The author calls for greater attention to film instruction and curricula development for collegiate composition classrooms, urging educators to move beyond film's...
Journal Article
Pedagogy (2023) 23 (1): 192–200.
Published: 01 January 2023
.... This course, from inception to execution, was a collaborative effort grounded in feminist pedagogy, and as demonstrated by student feedback and the project examples included in the appendix, this pedagogical approach empowered the students to recognize themselves as co‐creators of knowledge within a classroom...
Journal Article
Pedagogy (2024) 24 (3): 373–388.
Published: 01 October 2024
..., the amount of agency and choice built into the contract, and the ecology's incorporation of extensive written feedback in lieu of scores or points. Another key takeaway is its positive impact on student affect — especially in instances of students self‐disclosing diagnoses of anxiety. Student‐reported...
Journal Article
Pedagogy (2013) 13 (1): 125–132.
Published: 01 January 2013
... and facilitates individualized research, peer evaluation, and frequent teacher feedback. © 2012 by Duke University Press 2012 For Further Reading Arnold Nike Ducate Lara Kost Claudia . 2009 . “ Collaborative Writing in Wikis: Insights from Culture Projects in German Classes...
Journal Article
Pedagogy (2012) 12 (2): 377–381.
Published: 01 April 2012
... intended mainly to use Remote Desktop to monitor students' focus on assigned tasks, I quickly became interested in the pedagogical possibilities it presented. Because I could read students' work as they were composing it, I could intervene quickly when they were struggling and offer near-instant feedback...
Journal Article
Pedagogy (2016) 16 (3): 539–549.
Published: 01 October 2016
...Liam Corley Corley argues that college faculty can more effectively instruct student veterans by renewing their commitment to widely acknowledged hallmarks of excellent instruction: welcoming all students; giving clear and direct feedback; approaching self, subjects, and students with moral...
Journal Article
Pedagogy (2024) 24 (3): 357–371.
Published: 01 October 2024
... impetus for our interest in ungrading came from a dissatisfaction with traditional grading schemes: the labor and time commitment as well as students’ lack of intrinsic motivation for learning through writing and engaging with authentic feedback. We also wanted our grading schemes to be as fair...
Journal Article
Pedagogy (2022) 22 (1): 23–26.
Published: 01 January 2022
... if not months to receive feedback. Without continued mentor attention, the supportive relationship and writing structure that helped a student build their manuscript and confidence is removed just as new requirements arrive. When students receive feedback, the response itself can be overwhelming...
Journal Article
Pedagogy (2018) 18 (2): 345–374.
Published: 01 April 2018
... students
is crucial to successful support. For example, awareness of these distinctions
can inform syllabus design, course readings or textbook selection, and types
of feedback. In the case of US-educated multilingual youth, they often have
extensive familiarity of American life and culture; thus...
Journal Article
Pedagogy (2012) 12 (2): 299–318.
Published: 01 April 2012
... and three
stories when studying under semester systems. Often instructors expect every
submission to be new work. Further, students are expected to revise at least
one of these stories for further assessment and feedback from the instructor
at the end of the term.
A Defense of the Common Model...
Journal Article
Pedagogy (2024) 24 (3): 405–426.
Published: 01 October 2024
... affective and pragmatic needs for direct, systematic feedback on their grammar, usage, and mechanics—along with evidence-based strategies to introduce them to the value of, and guide them in practice toward, effective peer review (see also Straub 1996 ). It was immediately and abundantly clear...
Journal Article
Pedagogy (2018) 18 (1): 131–156.
Published: 01 January 2018
.... A dozen participants directly stated that they had to continue learning
about academic publishing after graduate school. For many, this learning
happened largely through journal feedback. Three even said that their pri-
mary learning about article writing came from the rejections they received...
Journal Article
Pedagogy (2024) 24 (2): 239–265.
Published: 01 April 2024
....” Other commonly identified student needs were instructor feedback ( n = 8) and consistency within and across courses ( n = 6). Discussions of these three needs often framed grading systems as informational tools that students use to understand expectations and plan their work. Most participants...
FIGURES
Journal Article
Pedagogy (2023) 23 (2): 321–332.
Published: 01 April 2023
... their intellectual work and to make it apparent how they were shaping the course. We also conducted peer review and shared final projects on Discord. Each student (or team) was assigned a specific channel where they could share their work, and then their classmates could review it and provide feedback. This approach...
FIGURES
Journal Article
Pedagogy (2005) 5 (3): 461–464.
Published: 01 October 2005
... of personality types (e.g., the presence of shyer students who do not engage with the discussion), as well as the obvious benefi ts of feedback and teaching students to be critically engaged readers (2003). In a sense, any workshop session follows Sawyer s tenets of improvisational per- formance. While he or she...
Journal Article
Pedagogy (2005) 5 (3): 464–471.
Published: 01 October 2005
... of personality types (e.g., the presence of shyer students who do not engage with the discussion), as well as the obvious benefi ts of feedback and teaching students to be critically engaged readers (2003). In a sense, any workshop session follows Sawyer s tenets of improvisational per- formance. While he or she...
Journal Article
Pedagogy (2005) 5 (3): 471–482.
Published: 01 October 2005
... of personality types (e.g., the presence of shyer students who do not engage with the discussion), as well as the obvious benefi ts of feedback and teaching students to be critically engaged readers (2003). In a sense, any workshop session follows Sawyer s tenets of improvisational per- formance. While he or she...
Journal Article
Pedagogy (2024) 24 (3): 327–340.
Published: 01 October 2024
... of big questions, deliberately delaying focus on specific grading practices: - Who is assessment for? - What's the difference between grading and feedback? - Why do we grade? - What would happen if we didn't grade? There are no simple answers to these questions. Take the first question...
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