Image de couverture de livre

What do STEM+ students from two Chilean universities do with their teachers’ written feedback comments recorded in their drafts and how is this related to their final grades?

Fuente: Redalyc

Enregistré dans:

Détails bibliographiques
Format:	Artículo científico
Langue:	en
Publié:	Universidad Iberoamericana, Ciudad de México 2024
Sujets:	Educación
Accès en ligne:	Acceder al recurso
Tags:	Ajouter un tag Pas de tags, Soyez le premier à ajouter un tag!

Documents similaires

What do STEM+ Students from Two Chilean Universities do with their Teachers’ Written Feedback Comments Recorded in their Drafts and how is this Related to their Final Grades?
par: Alexa Flores-Aravena
Publié: (2024)

What written academic genres do veterinary pathologists suggest for EAP students?
par: Eugenio Cianflone
Publié: (2012)

Features of practical training of students (future social teachers) at universities
par: Zoriana Gontar
Publié: (2022)

Antecedents of university students' self‐leadership: The roles of teacher developmental feedback and student proactive vitality management
par: Dongdong Wang, et autres
Publié: (2025)

Educational innovation through ICTs in the university setting. What do students think of these practices?
par: Fernando Gómez Gonzalvo
Publié: (2014)

Arguments for the definition of the ict skills for prospective teachers: university student perception about the role of teachers of mathematics in secondary
par: Yuri Morales López
Publié: (2011)

The application of GPT-4 in grading design university students' assignment and providing feedback: An exploratory study
par: Huang, Qian, et autres
Publié: (2024)

Kindness in memorable university teachers
par:
Publié: (2017)

Kindness in memorable university teachers
par:
Publié: (2017)

What are the different grades of SLAP tears, and how do they impact treatment options?
par: Tripdatabase
Publié: (2026)

A teacher´s tensions in a Spanish first grade two-way bilingual immersion program
par: Patricia López Estrada
Publié: (2015)

Assessment of immersive technologies and STEM focus in initial teacher training
par: Francisco Silva Díaz
Publié: (2024)

Relevant factors to the evaluation of non-Spanish speaking Hatian students written production in Chilean public schools
par: Vega, Gloria Toledo, et autres
Publié: (2021)

Regulation of professional and labor relations of university teachers: international practice and national characteristics
par: Umalt Umarovich Abdulkadyrov
Publié: (2021)

An investigation into how EFL learners emotionally respond to teachers’ oral corrective feedback
par: Juan de Dios Martínez Agudo
Publié: (2013)

Analysis of classroom practices from the knowledge point of view: how to characterize them and relate them to students’ performances
par: Andrée Tiberghien
Publié: (2010)

Women fish vendors in India: an information booklet: draft for comments
Publié: (2010)

Masculinized discourses of STEM interest, performance, and competence that shape university STEM students' recognition of a “STEM person”
par: Heidi Cian, et autres
Publié: (2024)

Child-centered school: is it still possible for students to identify with teachers?
par:
Publié: (2022)

Formative Evaluation and quality of feedback: design and validation of scales for school teachers
par: Juan Romeo Dávila Ramírez
Publié: (2024)

Decolonization of teacher educators in universities from the Global South
par: Yamith José Fandiño Parra
Publié: (2024)

Profiles of coping strategies in university students in relation to personal and academic variables
par: David González Casas
Publié: (2025)

Students’ comments about university teaching: which links with effectiveness models?
par: Marie Bocquillon
Publié: (2015)

Teaching sight and bilateral interpreting online: students’ perceptions of teacher feedback
par: Amina Tahraoui
Publié: (2022)

Patterns of errors in texts written by Costa Rican university English learners: A corpus-aided study
par: Marisela Bonilla López
Publié: (2023)

Written peer-feedback to enhance students' current and future learning
par: Georgeta Ion
Publié: (2016)

Students at risk: how do students' perception of socio familiar characteristics condition their attitudes and behaviour in the class?
par: Sara Conde Vélez
Publié: (2023)

Undergraduate students’ pedagogical path: from language learners to professional teachers
par: Mauricio Ochoa
Publié: (2009)

Validation of a scale of attention to diversity for university teachers
par: Genoveva Ramos Santana
Publié: (2021)

Development of project activities for teachers and students of the education system
par: Liubov Chekhovska
Publié: (2022)

The measurement and impact of university teacher development programs
par: Denise Chalmers
Publié: (2015)

A study of social representations of quantum physics held by high school students through numerical and written word association tests
par: Thaís Rafaela Hilger
Publié: (2013)

The experience of autistic students at a private Chilean university: Facilitators and barriers
par: Benjamin Carcamo
Publié: (2025)

Internalization of gender stereotypes in adolescent students: differences by sex, age, grade and tastes
par: Jorge Eliécer Villarreal-Fernández
Publié: (2025)

Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy
par: Lawrence Ingvarson
Publié: (2005)

The impact of graduate training on teachers and schools – two case studies: graduate teachers’ perceptions
par: Ana Rita Faria
Publié: (2017)

Promoting parental support and vocational development of 8th grade student
par: Elizabeth Simões
Publié: (2016)

STEM Club Participation and STEM Schooling Outcomes
par: Michael A. Gottfried
Publié: (2013)

Environment and environmental awareness: how university students conceive and act
par: Angela Maria de Carvalho Maffia
Publié: (2011)

A bibliometric analysis of the SCOPUS ‐indexed research on written peer feedback
par: Hooman Saeli, et autres
Publié: (2025)