They also receive
less useful feedback, less helpful professional development, and have less time to collaborate to improve their work.
Not exact matches
To the extent that
feedback is planned, delayed and primarily judgemental, it is generally
less useful for guiding student action.
Unfortunately, the longer the lag between when a student submits work and receives
feedback, the
less useful that
feedback is for helping students learn.
American teachers found the
feedback they received to be
less useful for improving instruction than their peers elsewhere.
Partly because of the lack of time to observe and work with one another, U.S. teachers receive much
less feedback from peers, which research shows is the most
useful for improving practice.