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Abstract
Teachers crave yet rarely receive qualitative performance feedback. Though student feedback has been studied, we know little about what kinds of feedback are useful to teachers for improving practice. This study begins to address the need in research on the nature of feedback teachers receive from classroom observations as well as on how teachers make sense of feedback. Written feedback to four teachers was analyzed using Feedback Intervention Theory. Teacher perceptions from “think-aloud” of feedback were also analyzed qualitatively.
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