Paul, thanks for posting some of the quotes and your comments about the Thomas
& Rohwer (1993) book; It sure sounds like an interesting book. The quotes
summarizing their findings are consistent with my own observations and that of
one of my colleagues with whom I shared your post.
I am, however, a little suprised at the following:
At 07:51 AM 7/16/99 -0500, you wrote:
>Supports
> Feedback was seen as crucial, as it is a prerequisite to proper monitoring
>(the lowest level of effort management). Students' perceptions that teachers
>give feedback correlated positively with students ratings of the effort they
>had put forth, and of their efficacy in the course. "Although the importance
>of feedback is generally acknowledged by teachers, their routine feedback
>practices have been criticized for emphasizing social comparison rather than
>some measure of mastery and for failing to praise student effort as opposed
>to normative performance" (p. 21). In other words, the authors felt that it
>is important to the students' development of good study skills that the
>teachers' feedback praise effort even when that effort fails to bring
>learning in the discipline.
It seems to me as if the authors are (inadvertently?) promoting the popularized
version of increasing self-esteem: Praise, praise, praise, regardless of
outcome. Can praise for effort, even when such effort fails to bring desired
results, have a positive effect on development of good study skills? This
approach doesn't sound right to me. I wonder what you and others think.
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