Ends on

Feedback for Impact

As the late Grant Wiggins wrote, “less teaching plus more feedback is the key to achieving greater learning.” This is as true for educators as it is for the students we work with. In this issue, we will explore the key characteristics of effective, actionable feedback—whether provided in the classroom, following a teacher observation, or during a coaching conversation—and how schools can create cultures of effective feedback and make the most of feedback for growth. Articles will look at feedback protocols and routines; evidence-based formative assessment strategies; best practices for differentiating and delivering feedback; and how to make feedback stick.

Submissions Deadline: November 1, 2021



How to Prepare Your Manuscript






  • Double-space all copy and number all pages.
     
  • Indicate the number of words in the manuscript, including references and figures.
     
  • Include your name, address, phone number, and email address at the top of the manuscript. Also include names and email addresses of any coauthors.
     
  • Include a two- or three-sentence bio for each author at the end of the manuscript. 




        We use the reference style outlined by the Publication Manual of the American Psychological Association.  Cite references in the text like this (Jones, 2000) and list them in a  bibliography at the end of the article. Please do not use footnotes or  endnotes for the references.


        Authors bear full responsibility for the accuracy of citations, quotations, figures, and facts.



 

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