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dc.contributor.advisorGrotzer, Tinaen_US
dc.contributor.authorDonaldson, Maleka Imanen_US
dc.date.accessioned2017-06-20T13:52:51Z
dash.embargo.terms2020-05-01en_US
dc.date.created2017-05en_US
dc.date.issued2017-05-08en_US
dc.date.submitted2017en_US
dc.identifier.citationDonaldson, Maleka Iman. 2017. Teaching and Learning From Mistakes: Teachers’ Responses to Student Mistakes in the Kindergarten Classroom. Doctoral dissertation, Harvard Graduate School of Education.en_US
dc.identifier.urihttp://nrs.harvard.edu/urn-3:HUL.InstRepos:33052857
dc.description.abstractIn Kindergarten classrooms, teachers work to help students learn new information and skills but, as non-experts, students often make mistakes. Making mistakes and, subsequently, receiving corrective feedback are assets to the learning experience (Huesler & Metcalfe, 2012). Young children tend to be open-minded about mistakes, but around age five or six, they begin to develop a fear of failure – a sensitivity about making errors that can constrain their choices during learning (McClelland, 1958; Conroy, Coatsworth, & Kaye, 2007). Furthermore, previous research has indicated that student-teacher relationships exert a strong influence on the student academic and social learning experience (Pianta, Hamre, & Stuhlman, 2003). That said, presently little is known about the features of mistake-related, teacher-student interpersonal interactions in Kindergarten classrooms, and how the classroom context and community influence the responses to student mistakes during instruction. The purpose of this dissertation study is to more deeply explore and articulate how Kindergarten teachers respond to mistakes in real-world, classroom contexts. An analysis of teacher interviews (Study 1) yielded five central themes that illustrate common ways Kindergarten teachers respond to student mistakes. Then, the method of portraiture (Study 2) was used to create rich narratives reflecting the nature of day-to-day responses to mistakes for two teachers and their respective classroom communities. These studies offer in-depth elaborations of how teachers respond to mistakes in practice. The work is both a foundation for further research on mistakes and learning, and a resource for practitioners, school leaders, and policymakers. In particular, this research has implications for the initial training and ongoing professional feedback provided to teachers. Taken together, the two studies can be shared with teachers, particularly those working in early childhood settings, to help them better understand the strategies used by others to help students learn from their mistakes.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoenen_US
dash.licenseLAAen_US
dc.subjectEducation, Early Childhooden_US
dc.subjectEducation, Curriculum and Instructionen_US
dc.titleTeaching and Learning From Mistakes: Teachers’ Responses to Student Mistakes in the Kindergarten Classroomen_US
dc.typeThesis or Dissertationen_US
dash.depositing.authorDonaldson, Maleka Imanen_US
dash.embargo.until2022-05-01
thesis.degree.date2017en_US
thesis.degree.grantorHarvard Graduate School of Educationen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Education (Ed.D.)en_US
dc.contributor.committeeMemberLawrence-Lightfoot, Saraen_US
dc.contributor.committeeMemberBoles, Katherineen_US
dc.type.materialtexten_US
dash.identifier.vireohttp://etds.lib.harvard.edu/gse/admin/view/167en_US
dc.description.keywordsstudent-teacher interactions; Kindergarten; mistakesen_US
dash.author.emailmaleka@gmail.comen_US
dash.contributor.affiliatedDonaldson, Maleka Iman


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