Peer Feedback in Learning a Foreign Language in Facebook

Feedback can have different forms and functions depending on its objectives as well as its provider teacher feedback student feedback peer feedback written feedback oral feedback etc One of the most constructive forms of feedback may be peer feedback since it involves group learning Van Gennip Segers and Tillema 2010 According to Topping 1998 p 250 peer feedback is an agreement in which individuals consider the amount level value worth quality or success of the products or outcomes of learning of peers of similar status Cunningham 1992 argues that the interaction and communication that result fromthe production of feedback get more important in online instructional courses than in face to face courses because in his view nothing can bring about learning more than the dialogue among the community members Hewitt 2000 and Tuzi 2004 also emphasize the importance of peer feedback in online environments and point out that in such environments peer feedback can influence the students outcomes more than in face-to-face environments because of the ease of communication as well as the absence of affective factors Thus researchers believe that deep learning can take place in online settings in which students give and receive feedback from one another in a calm stress-free and individualized environment What do we know about feedback from previous researc

Communities of practice in the school workplace

Purpose – The first aim of this study is to explore to what extent communities of practice occur in the school workplace. The second aim is to explore the relation between communities of practice and diversity in composition of teacher teams. Design/methodology/approach – Quantitative as well as qualitative data were gathered from seven teacher teams in a school for secondary education. Questionnaires and observation instruments were used to measure and analyze teacher teams’ collaborative activities and diversity in composition. Findings – Data suggest that communities of practice actually occur in the school workplace, but to a moderate extent. Also, communities of practice are related to four of the five diversity attributes that were investigated. Research limitations/implications – The current study is a snapshot measurement of communities of practice. Future research is recommended to focus on the development of communities of practice in the school workplace by including longitudinal measurements. Practical implications – Implications for teachers and administrators include follow-up activities aimed at stimulating and sustaining communities of practice as well as taking diversity considerations in team composition into account. Originality/value – Studies suggest that a community is a promising context for embedding collaboration into the culture of the school. However, empirical research that focuses on communities in the school workplace seems largely absent. This study provides insight in the occurrence of communities of practice from two perspectives: the perception of community members and the observation from outsiders.NWO-PRO

Community development in the school workplace

Purpose – The aim of this study is to explore whether and to what degree community development of teacher teams takes place and how community development comes about, that is, what community-building efforts teacher teams undertake. Design/methodology/approach – Using a multi method approach, quantitative and qualitative data were gathered from seven interdisciplinary teacher teams in a secondary school during one school year. Teachers’ perceptions of community development were complemented with video-observations of team meetings by relative outsiders. Findings – Data showed that the teacher teams undertook a wide variety and amount of community-building efforts. However, community development of the teacher teams as perceived by the teachers was limited. Relative outsiders observed some community development. Practical implications – From the findings the authors conclude that school managers could play a more proactive role in supporting teacher teams’ community-building efforts. Strategies embedding community-building into the culture and policy of the school, including diagnosing, custom-made support and making efforts explicit, could be effective. Originality/value – The current study takes a long-term approach, investigating the community development of teacher teams during the course of one school year. In addition, community development is measured using two perspectives, i.e. that of the community members and that of the relative outsider.NW

Некоторые вопросы диагностики и терапии хламидийных пневмоний у детей

Рассмотрены анамнестические и клинические особенности хламидийных пневмоний у детей. Показана высокая терапевтическая эффективность использования препарата азивок в комплексной терапии пневмоний хламидийной природы.The peculiarities of the case history and clinical course of Chlamydia pneumonia in children are featured. High therapeutic efficacy of Azivok in complex therapy for Chlamydia pneumonia is shown

Communities of practice in the school workplace

Purpose – The first aim of this study is to explore to what extent communities of practice occur in the school workplace. The second aim is to explore the relation between communities of practice and diversity in composition of teacher teams. Design/methodology/approach – Quantitative as well as qualitative data were gathered from seven teacher teams in a school for secondary education. Questionnaires and observation instruments were used to measure and analyze teacher teams’ collaborative activities and diversity in composition. Findings – Data suggest that communities of practice actually occur in the school workplace, but to a moderate extent. Also, communities of practice are related to four of the five diversity attributes that were investigated. Research limitations/implications – The current study is a snapshot measurement of communities of practice. Future research is recommended to focus on the development of communities of practice in the school workplace by including longitudinal measurements. Practical implications – Implications for teachers and administrators include follow-up activities aimed at stimulating and sustaining communities of practice as well as taking diversity considerations in team composition into account. Originality/value – Studies suggest that a community is a promising context for embedding collaboration into the culture of the school. However, empirical research that focuses on communities in the school workplace seems largely absent. This study provides insight in the occurrence of communities of practice from two perspectives: the perception of community members and the observation from outsiders.NWO-PRO