Discusses varieties of feedback as a first step in understanding the dynamics of successful feedback practices and identifies common elements in the concepts of feedback and reinforcement for use in making management of the instructional encounter more effective. Instrumental feedback is discussed as a model for feedback among human beings. (MBR)

This report reviews current literature on feedback and suggests practical implications of feedback research for educators. A definition of feedback is offered, and past definitions in prior research are noted. An analysis of the current state of knowledge of feedback discusses the historical development of feedback theory and suggests that…

Teacher praise typically does not function as a reinforcer. Rather, it is reactive to and under the control of student behavior. Its effects must be understood using concepts from attribution and social learning/reinforcement theories. (Author/GK)

A model of student learning processes is presented, based on the theory originally set forth by Benjamin Bloom that as much as three quarters of the differences in achievement among students is dependent on the attitudes, knowledge, and skills which students bring to a learning task. The model focuses on a specific learner approaching a specific…

Student interest in individual events in intercollegiate forensics competition is on the rise in the United States. Not only does the individual events tournament format reward depth of analysis, it also rewards students' abilities to transfer their critical insights into appropriate physical and vocal cues. The individual events tournament…

Businesses are finding that positive reinforcement is a useful tool in management and supervision. However, there are few reports of the systematic use of positive reinforcement by educational administrators and supervisors. (Author/MLF)

Claims, despite extensive research on the role of feedback in learning, there is little theoretical understanding of the concept of feedback, because of overly broad definitions which favor certain explanations and lines of research over others. Discusses implications of feedback research for group facilitation and design of experiential learning…

A report is presented of the changes and developments in the relationship between an experienced elementary school teacher and the university supervisor assigned to observe and critique his classroom performance over a period of 15 weeks. Each kept a weekly journal of private thoughts and reactions during the course of the supervision. These…

Discusses the role of meetings in improving job performance, identifies adult learning principles that may enhance the planning and delivery of business meetings, describes the component parts of business meetings, and presents a matrix that integrates adult learning principles with the management of business meetings. (Six references) (LRW)

Summaries of arguments given in the literature both for and against the use of verbal-traditional psychotherapy with mentally retarded individuals is presented. Much research examines process variables in therapy as an approach. Feedback variables are crucial. Results of a research study in which therapy groups composed of mentally retarded adults…

This discussion of how conditions of the recipient can affect effectiveness of feedback presents an overview of the topic (feedback functions and feedback about what, when, by whom, and types), and discusses factors affecting formative feedback, i.e., recipients' discrimination repertoires and self-monitoring behavior development in…

This paper provides an idea of how to improve computer-assisted instruction effectiveness by incorporating teachers' images and voices into computers. Efforts to increase students' motivations by improving computer-assisted instruction feedback systems through the use of arcade-style video games and animation have proven to be ineffective and…

Suggests useful implications for supervisors offered by motivational theories, including the importance of serving as a source of reinforcement for teachers and the necessity of helping the teacher make appropriate instructional choices and gather evidence on the effectiveness of those choices. (Author/JM)

Form and function of reinforcement is discussed with attention to the focus for feedback. Case studies of five junior high schools provide data and field notes for a tentative analysis of the determinants of reinforcement including organizational factors and types of computer assisted instruction applications. (Author/MBR)

Argues that systematic positive feedback techniques such as those currently used in industry can and should be adapted as a management technique in schools--between administrators and teachers and between teachers and students as well. (TE)