Improving Teacher Feedback During Active Learning

By Linda van den Bergh, Anje Ros, D. Beijaard. 2014

161 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/d3d4c6b5e3c6be7fee1b636af54833fa6a4e48e7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. P. Murphy
2. Liesbeth Kester
3. David C.D. van Alten
4. Jeffrey Alan Greene
5. Chris Phielix
6. Jeroen Janssen
7. Ernesto Panadero

In Information Systems and Management

1. Liesbeth Kester

Citations in the corpus

• Teacher learning in the context of a continuing professional development programme: A case study (2015, unknown): “…knowledge of such features is very helpful for developing CPD programmes, and even though some positive results of well-structured CPD programmes have been found (Van den Bergh et al., 2014; Lydon & King, 2009), research on teachers' professional development generally yields disappointing results.”
• Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension (2018, result): “Similar findings were reported by Van den Bergh, Ros, and Beijaard (2014) in a study focused on improving teachers’ feedback patterns during active student learning.”
• Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis (2019, background): “In addition, the behavior of teachers during class changes with a flipped approach, but research has shown that, in general, training and time is needed to achieve effective change in teachers’ behavior (Niemi, 2002; Van den Bergh et al., 2014).”