An Investigation of the Effect of a Continuous Student-Teacher Feedback Cycle on Academic Identity, Agency, and School Belonging at a Continuation High School
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| Title: | An Investigation of the Effect of a Continuous Student-Teacher Feedback Cycle on Academic Identity, Agency, and School Belonging at a Continuation High School |
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| Language: | English |
| Authors: | Miriam E. Atlas |
| Source: | ProQuest LLC. 2023Ed.D. Dissertation, San Diego State University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 117 |
| Publication Date: | 2023 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High School Students, Continuation Students, Teacher Student Relationship, Feedback (Response), Self Concept, Academic Achievement, Group Membership, Interpersonal Relationship, Teacher Response, Student Needs, Student Empowerment, Learner Engagement, Classroom Environment, Student Development, High School Teachers |
| ISBN: | 979-83-8014-544-2 |
| Abstract: | Prior research on student voice shows that when adults genuinely listen to and value student input, students are more likely to feel they belong and can learn in their educational setting. Given this, the purpose of this research study was to evaluate if previously disenfranchised students would develop a greater sense of agency, academic identity and school belonging if they felt their teachers authentically responded to their input. The study involved five classrooms at a continuation school with 61 participating students. Each teacher engaged in three cycles of a closed feedback loop during a nine-week quarter. Students provided feedback about their learning preferences and how the class and teacher could better meet their needs. Teachers responded to this feedback publicly, agreeing to make changes. Quantitative data from grades, attendance and surveys yielded inconclusive or slightly negative results due to excessive absences from multiple pandemic-related illnesses. Qualitative findings from the feedback questionnaires, anecdotal observations and student and teacher focus group interviews, however, illustrated the potentially transformative impact of centering student voice in the classroom. When these students felt heard, they felt safer, that they belonged, were capable and could be agents in their future education. Additionally, teachers felt their students were more engaged and the classrooms ran smoother after modifying instructional practices based on student feedback. These results point to important future research opportunities to evaluate the potential impacts of incorporating student voice through cyclical feedback opportunities in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30637614 |
| Accession Number: | ED637962 |
| Database: | ERIC |
| Abstract: | Prior research on student voice shows that when adults genuinely listen to and value student input, students are more likely to feel they belong and can learn in their educational setting. Given this, the purpose of this research study was to evaluate if previously disenfranchised students would develop a greater sense of agency, academic identity and school belonging if they felt their teachers authentically responded to their input. The study involved five classrooms at a continuation school with 61 participating students. Each teacher engaged in three cycles of a closed feedback loop during a nine-week quarter. Students provided feedback about their learning preferences and how the class and teacher could better meet their needs. Teachers responded to this feedback publicly, agreeing to make changes. Quantitative data from grades, attendance and surveys yielded inconclusive or slightly negative results due to excessive absences from multiple pandemic-related illnesses. Qualitative findings from the feedback questionnaires, anecdotal observations and student and teacher focus group interviews, however, illustrated the potentially transformative impact of centering student voice in the classroom. When these students felt heard, they felt safer, that they belonged, were capable and could be agents in their future education. Additionally, teachers felt their students were more engaged and the classrooms ran smoother after modifying instructional practices based on student feedback. These results point to important future research opportunities to evaluate the potential impacts of incorporating student voice through cyclical feedback opportunities in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 979-83-8014-544-2 |
