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  • Empirical research on educational communication has been since the 1970s invariably showing that communication in normal lessons hardly ever deviates from the routine IRF script – i.e. stays within the boundaries of the sequence teacher's initiation, students' response, and teacher's follow up. Teacher's initiations are formed by questions that are plentiful and mostly closed-ended, which means that there is a predefined answer that is viewed as correct and the students' task is to find this answer. At the same time, teacher's questions can be characterized by low cognitive demandingness; they typically require the students to show that they remember previously presented subject matter. In line with the nature of teacher's questions, students' responses are short and succinct (often one-word); most often this involves only an enumeration of memorized facts. Teacher's feedback is laconic; usually a mere statement as to whether the student's response was correct or not.
  • Empirical research on educational communication has been since the 1970s invariably showing that communication in normal lessons hardly ever deviates from the routine IRF script – i.e. stays within the boundaries of the sequence teacher's initiation, students' response, and teacher's follow up. Teacher's initiations are formed by questions that are plentiful and mostly closed-ended, which means that there is a predefined answer that is viewed as correct and the students' task is to find this answer. At the same time, teacher's questions can be characterized by low cognitive demandingness; they typically require the students to show that they remember previously presented subject matter. In line with the nature of teacher's questions, students' responses are short and succinct (often one-word); most often this involves only an enumeration of memorized facts. Teacher's feedback is laconic; usually a mere statement as to whether the student's response was correct or not. (en)
Title
  • Improving Teacher Feedback During Action Research Projects
  • Improving Teacher Feedback During Action Research Projects (en)
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  • Improving Teacher Feedback During Action Research Projects
  • Improving Teacher Feedback During Action Research Projects (en)
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  • RIV/00216224:14210/14:00074281!RIV15-GA0-14210___
http://linked.open...avai/riv/aktivita
http://linked.open...avai/riv/aktivity
  • P(GA13-23578S)
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http://linked.open...aciTvurceVysledku
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  • 21014
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  • RIV/00216224:14210/14:00074281
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  • feedback; action research (en)
http://linked.open.../riv/klicoveSlovo
http://linked.open...ontrolniKodProRIV
  • [3DDF6EAD50BA]
http://linked.open...in/vavai/riv/obor
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  • Švaříček, Roman
http://localhost/t...ganizacniJednotka
  • 14210
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