Transforming the Feedback Paradigm: A Qualitative Study Examining a Student-Centered, Question-Based Pedagogy in College Composition and Literature Courses

This study's findings suggest that question-based pedagogy has the potential to address a gap in the research on feedback and response while also transforming the labor of feedback, benefiting student writers, and mitigating common feedback concerns for both students and instructors.

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Bibliographic Details
Published in:Teaching English in the two-year college 2021-05, Vol.48 (4), p.387-412
Main Authors: Baker, Shannon, Formo, Dawn M, Headley, Cynthia, Springer, Lauren M. Mecucci
Format: Article
Language:English
Subjects:
Active Learning
Classrooms
College students
Education
Educational aspects
Feedback
Feedback (Psychology)
Language Acquisition
Learning
Literature education
Methods
Pedagogy
Peers
Qualitative research
Rhetoric
Student writing
Study and teaching
Teachers
Teaching
Teaching Methods
Workshops
Writers
Writing instruction
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Description
Summary:This study's findings suggest that question-based pedagogy has the potential to address a gap in the research on feedback and response while also transforming the labor of feedback, benefiting student writers, and mitigating common feedback concerns for both students and instructors.
ISSN:0098-6291
1943-2356