Tools to Build Their Best Learning

Examining How Kindergarten Teachers Frame Student Mistakes

Bibliographic Data

ID21323445
AuthorsMike Donaldson (0000-0003-3699-8362, University of Hartford, corresponding author), MALEKA DONALDSON
Year2020
Volume90
Issue1
Pages54-74
Publication date2020-01-01
Open AccessNo
TypeARTICLE
VenueHarvard Educational Review (JOURNAL)
Journal identifiersISSN: 0017-8055 • E-ISSN: 1943-5045
PublisherHarvard Education Publishing Group (PUBLISHER)
DOI10.17763/1943-5045-90.1.54
OpenAlexW3013180464
LanguageEN
Citations received3
References cited26

In this portrait, Maleka Donaldson vividly illustrates how two teachers in real-world, public school settings convey their expectations for kindergarten student performance and set the tone for learning from mistakes and feedback. Research in psychology and education has established the benefits of corrective feedback on learning but has not closely examined how practicing teachers respond to mistakes made by young children during day-to-day instruction. Donaldson draws on extended observations of teacher-student interactions to juxtapose the two contexts and reveal divergent techniques that the participating teachers use to frame mistakes and correct answers during instruction. She compares these variations and considers how each teacher's pedagogical tools could be integrated into a mistake-response toolkit that could fundamentally reshape learning from mistakes for kindergarteners

Frame (networking) · Mathematics education · Mistake · Pedagogy · Set (abstract data type) · Tone (literature) · Computer Science · Early Childhood Education and Development · Educational and Psychological Assessments · Innovative Teaching and Learning Methods · Psychology

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