Can peer coaching skills be developed through ‘non academic’ tasks? The enquiry also aims to answer the following question: Can children give and receive feedback? The research methods reported are ethnographic combined with pre- and post- responses to the drawing task. The categorisation of the children’s drawings and their use of feedback were analysed and for the majority of children the quality of the feedback did not affect their choice of accepting the feedback or ignoring the suggestions made, which appeared counter to our initial hypothesis
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