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.
Skip Nav Destination
Research Article| March 01 2020
Tools to Build Their Best Learning: Examining How Kindergarten Teachers Frame Student Mistakes
Harvard Educational Review (2020) 90 (1): 54–74.
- Views Icon Views
- Share Icon Share
- Search Site
MALEKA DONALDSON; Tools to Build Their Best Learning: Examining How Kindergarten Teachers Frame Student Mistakes. Harvard Educational Review 1 March 2020; 90 (1): 54–74. doi: https://doi.org/10.17763/1943-5045-90.1.54
Download citation file:
Citing articles via
Reading Identities, Mobilities, and Reading Futures: Critical Spatial Perspectives on Adolescent Access to Literacy Resources
CHIN EE LOH, BAOQI SUN, CHAN-HOONG LEONG
Managing Illegality on Campus: Undocumented Mismatch Between Students and Staff
HOLLY E. REED, SOFYA APTEKAR, AMY HSIN
Alyssa Napier, Tara P. Nicola, Abigail Orrick