Peer Teacher Feedback Research Articles

저작권 기본 소양 함양을 위한 교육 프로그램 개발

Objectives The purpose of this study is to develop a copyright education program that can be run in a commercial high school.
 Methods We checked the current level of awareness, knowledge and attitude toward copyright among second-year students of A commercial high school in Seoul. After analyzing copyright education needs, based on the existing copyright education program, an education program suitable for application in social studies of commercial high school was developed. To conduct program, we selected four classes in second grade of A commercial high school as research subjects and used the procedures of the formative research method. The program was designed and developed according to the instructional design model through the iterative review process of student feedback, peer teacher feedback and self feedback.
 Results We Developed a lesson for 4 hours that mixes lecture-style and student-participation classes. and the contents of the class were included interests and attitudes toward copyright protection, understanding of copyright, methods of using copyright, and methods of solving problems.
 Conclusions This research is significant in developing a customized educational program that is not reflected in existing copyright educational programs.

Increasing teachers’ behavior-specific praise using self-monitoring and a peer teacher’s feedback: the effect on children’s academic engagement

This study examined the effects of teacher self-monitoring combined with peer teacher feedback on their use of behavior-specific praise (BSP). We also examined its effect on children’s academic engagement. The study was conducted in general education classrooms at a Japanese elementary school using a multiple-probe design across participants. Participants included two teachers and 57 children in first and second grade. After the baseline phase, an intervention based on a self-monitoring procedure and peer teacher feedback was implemented to increase teacher use of BSP. Both teachers’ BSP use and children’s academic engagement increased post-implementation; similar effects were maintained in a follow-up session two months later.

Effects of Combined Peer-Teacher Feedback on Second Language Writing Development

Effects of Combined Peer-Teacher Feedback on Second Language Writing Development