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Empowering Students and Teachers as Central Change Agents in School Turnaround through Student Feedback on Instruction

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Title: Empowering Students and Teachers as Central Change Agents in School Turnaround through Student Feedback on Instruction
Language: English
Authors: Renée M. Cockrell
Source: ProQuest LLC. 2024Ed.D. Dissertation, Northeastern 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: 218
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Secondary Education
Descriptors: High School Students, High School Teachers, School Turnaround, Educational Improvement, Student Empowerment, Teacher Empowerment, Student Attitudes, Reflection, Reflective Teaching, Communities of Practice, Professional Development, Participative Decision Making, Cooperative Planning, Feedback (Response), Change Agents, Student Evaluation of Teacher Performance
ISBN: 979-83-468-6437-0
Abstract: School turnaround initiatives are top-down in nature and tend to relegate students and teachers to passive roles rather than empowering them as central change agents in school improvement. The purpose of this qualitative Action Research study was to investigate and deepen the use of student feedback to improve teaching and learning experiences and reflection on teaching and learning in a turnaround high school setting. Participants included seven students and eight teachers in a turnaround high school facing state takeover due to persistently low performance on standardized assessments measuring academic achievement and growth. Data collection spanned two cycles of research. Data collected in Cycle 1 research included transcripts from focus groups and semi-structured interviews. Action steps including a community of practice and pilot implementation of a dialogic, formative feedback model were designed, implemented, and evaluated in Cycle 2 to investigate ways in which students and teachers can be empowered to co-construct feedback on teaching and learning in the context of school turnaround. Data collected in Cycle 2 research included semi-structured interviews and reflection journals. Findings were that feedback takes place in the context of a broader social ecosystem, cycles of co-constructed feedback increase reflection on teaching and learning, and the reflection and empowerment resulting from co-constructed feedback improve student-teacher relationships. Implications for the organization included the need to align resources such as time, professional learning, and instructional coaching, in support of system-wide implementation of co-constructed student feedback on instruction. Implications also suggested the use of professional learning opportunities to deepen schoolwide feedback literacy and expand instructional coaching to support ongoing reflection on instructional practices for sustainable improvement. [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: 2025
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:31765978
Accession Number: ED665224
Database: ERIC
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  Data: Empowering Students and Teachers as Central Change Agents in School Turnaround through Student Feedback on Instruction
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  Data: School turnaround initiatives are top-down in nature and tend to relegate students and teachers to passive roles rather than empowering them as central change agents in school improvement. The purpose of this qualitative Action Research study was to investigate and deepen the use of student feedback to improve teaching and learning experiences and reflection on teaching and learning in a turnaround high school setting. Participants included seven students and eight teachers in a turnaround high school facing state takeover due to persistently low performance on standardized assessments measuring academic achievement and growth. Data collection spanned two cycles of research. Data collected in Cycle 1 research included transcripts from focus groups and semi-structured interviews. Action steps including a community of practice and pilot implementation of a dialogic, formative feedback model were designed, implemented, and evaluated in Cycle 2 to investigate ways in which students and teachers can be empowered to co-construct feedback on teaching and learning in the context of school turnaround. Data collected in Cycle 2 research included semi-structured interviews and reflection journals. Findings were that feedback takes place in the context of a broader social ecosystem, cycles of co-constructed feedback increase reflection on teaching and learning, and the reflection and empowerment resulting from co-constructed feedback improve student-teacher relationships. Implications for the organization included the need to align resources such as time, professional learning, and instructional coaching, in support of system-wide implementation of co-constructed student feedback on instruction. Implications also suggested the use of professional learning opportunities to deepen schoolwide feedback literacy and expand instructional coaching to support ongoing reflection on instructional practices for sustainable improvement. [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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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 218
    Subjects:
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: School Turnaround
        Type: general
      – SubjectFull: Educational Improvement
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      – SubjectFull: Student Empowerment
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      – SubjectFull: Teacher Empowerment
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Reflection
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      – SubjectFull: Reflective Teaching
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      – SubjectFull: Communities of Practice
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      – SubjectFull: Professional Development
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      – SubjectFull: Participative Decision Making
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      – SubjectFull: Cooperative Planning
        Type: general
      – SubjectFull: Feedback (Response)
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      – SubjectFull: Change Agents
        Type: general
      – SubjectFull: Student Evaluation of Teacher Performance
        Type: general
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      – TitleFull: Empowering Students and Teachers as Central Change Agents in School Turnaround through Student Feedback on Instruction
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