- Synthesizes research on psychosocial skills, analyzing theory and areas of application from K-12
- Examines developmental trajectories and approaches to psychosocial skills assessment
- Explores key educational outcomes and interventions geared to enhance each psychosocial characteristic
- Describes psychosocial skills in clinical settings, large-scale international assessments, policy as well as curriculum development
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.
Academic self-concept and outcomes