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The Myers-Goodboy/Dok Approach to Positive Disposition through Feedback Training In Preservice Teacher Education

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Dispositions in Teacher Education

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Abstract

The practice of formative assessment through teacher question and student response has received increased research attention in recent years (Chin, 2006; Evans, 2013; Havnes et al., 2012; Heritage & Heritage, 2013; Lueng, 2004; Ruiz-Primo, 2011; Wiliam, 2001) Specifically, Ruiz-Primo (2011) argued that all interaction between teachers and students can be understood as informal assessment situations, and quantified over the course of time to develop a picture of student learning (p. 16).

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  1. Department of English and Technical Communication, Missouri University of Science and Technology, USA

    Daniel Reardon

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  1. Emirates College for Advanced Education, UAE

    Anita G. Welch

  2. Emirates College for Advanced Education, UAE

    Shaljan Areepattamannil

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Reardon, D. (2016). The Myers-Goodboy/Dok Approach to Positive Disposition through Feedback Training In Preservice Teacher Education. In: Welch, A.G., Areepattamannil, S. (eds) Dispositions in Teacher Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-552-4_3

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  • DOI: https://doi.org/10.1007/978-94-6300-552-4_3

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