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This study suggests that the kind of feedback given is important: unbuffered criticism is associated with lower motivation for all students. However, for African American students who grow up amidst negative stereotypes about their competence, feedback that promotes motivation, needs to include three components: some positive comments, criticism that identifies specific weaknesses, and comments that make it clear the teacher believes the student can do well.
This study was conducted using College students—do you think the findings would also apply to elementary, middle, and high school students?
This study focused on African American students. Do you think the findings might also apply to Latino and Native American students who are also often stereotyped as less competent?
How important is trust in classroom interactions?
Have you received the kinds of feedback described here? Did it influence your motivation?
Cohen, G., Steele, C.,&Ross, L. (1999). The mentor's dilemma: Providing critical feedback across the racial divide. Personality and social psychology bulletin, 25(10), 1302-1318.
Cohen, G., Steele, C.,&Ross, L. (2002). A barrier of mistrust: How negative stereotypes affect cross-race mentoring. In Aronson, J. M.&Aronson, J. (Eds.), Improving academic achievement: Impact of psychological factors in education, 305-331. Emerald Group Publishing.
The use of standardized testing in NCLB arises from reforms that were initiated in the 1980s. These reforms were heavily influenced by business leaders who were concerned with the rising productivity of international competitors and believed that improving education would aid USA competitiveness. Corporate leaders who had orchestrated company turnarounds stressed the importance of setting explicit goals, performance or outputs, use of benchmarks or standards, and organizational restructuring. Policy makers needed support from the business leaders for the additional financial resources needed for widespread education reforms they wished so it is not surprising they adopted these business ideas as they devised ways to make teachers and students more accountable.
According to Susan Fuhrman (2004) a “theory of action” underlies these new accountability systems that contains the following assumptions:
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