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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
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
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  Data: 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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  Data: 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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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 117
    Subjects:
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Continuation Students
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Group Membership
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Teacher Response
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Student Empowerment
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Student Development
        Type: general
      – SubjectFull: High School Teachers
        Type: general
    Titles:
      – TitleFull: 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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