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Arts and society. --- Community life. --- Education --- Libraries and community. --- Libraries and education. --- Libraries --- Museums and community. --- Museums --- Social aspects. --- Educational aspects.

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Programming --- Mathematical statistics --- SAS (Computer system) --- Data processing --- Data processing. --- SAS (Computer file) --- 681.3*G3 --- Probability and statistics: probabilistic algorithms (including Monte Carlo);random number generation; statistical computing; statistical software (Mathematics of computing) --- 681.3*G3 Probability and statistics: probabilistic algorithms (including Monte Carlo);random number generation; statistical computing; statistical software (Mathematics of computing) --- Statistical analysis system --- SAS system --- Mathematical statistics - Data processing

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This book brings together leading scholars from around the world to provide their most influential thinking on instructional feedback. The chapters range from academic, in-depth reviews of the research on instructional feedback to a case study on how feedback altered the life-course of one author. Furthermore, it features critical subject areas - including mathematics, science, music, and even animal training - and focuses on working at various developmental levels of learners. The affective, non-cognitive aspects of feedback are also targeted; such as how learners react emotionally to receiving feedback. The exploration of the theoretical underpinnings of how feedback changes the course of instruction leads to practical advice on how to give such feedback effectively in a variety of diverse contexts. Anyone interested in researching instructional feedback, or providing it in their class or course, will discover why, when, and where instructional feedback is effective and how best to provide it.

Feedback (Psychology) --- Communication in education. --- Education --- Learning, Psychology of --- Reinforcement (Psychology)

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"'Feedback, like rain, should be gentle enough to nourish a person's growth without destroying the roots.' This quote (modified from the original by Frank A. Clark) is a simple reminder that feedback can be helpful or not, assume a variety of forms, be provided at different times, and have diverse effects on different people. But what if there were a drought (no rain, no feedback)? Consider the following two questions: If a tree falls in the woods and nobody's around to hear it--does it make a noise? If a teacher instructs some content or skill and doesn't assess and support learning--can students deeply learn? In both cases, the answer is no. So feedback is really important--not just for learning new things, but pretty much across all of life. There are countless examples of feedback in nature--with both positive and negative functions. For example, our hypothalamus reacts to changes in temperature and responds appropriately. If the temperature drops, we shiver to bring up the temperature; and if it's too hot, we sweat to cool down via evaporation. Predator-prey relations in nature are also well-known examples of feedback loops, as is climate change. The key difference between positive and negative feedback is their response to change--positive feedback enlarges change while negative feedback reduces change"--

Feedback (Psychology) --- Communication in education

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Psychology --- Aesthetics --- Art