Teachers’ regard for adolescent perspectives in feedback dialogues with students in lower-secondary schools

Vattøy, Kim-Daniel; Gamlem, Siv M.

doi:10.23865/up.v13.1970

Cited by 7 publications

(3 citation statements)

References 27 publications

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“…Emotions imported from outside the classroom affected how feedback was experienced by students, with negative emotions blocking the receipt of teacher feedback (Kerr, 2017). Vattøy and Gamlem (2019) found their teacher participant who had a high regard for adolescent perspective was able to elicit information that a student was distracted by negative feelings about a chore he had failed to complete at home. Such attention was an opportunity to build mutual trust and respect and eased the process of teacher redirection.…”

Section: Results By Dimension Of Student Experiencementioning

confidence: 99%

“…Typically, teachers overestimated how active students were in dialogic processes (Jónsson et al, 2018;van der Kleij, 2019). Although some studies identified feedback loops between students and teachers, 'quality' loops that expand and extend students' learning over time were few (Gamlem & Munthe, 2014;Peterson & Irving, 2008;Vattøy & Gamlem, 2019). This is explained by: students having limited time for using feedback (Burner, 2016;Xiao, 2017); failing to understand feedback (Lee, 2007); or teachers' overtaking interactions, like goal-setting for students, thus diffusing the intended effect of the practice (Charteris & Smardon, 2018).…”

Section: Dimension 5: Active and Interactive Responses (N = 62)mentioning

confidence: 99%

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Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience

Arnold

2022

Review of Education

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Assessment for Learning (AfL) is important in policy and practice in secondary schooling across the globe. It is associated with teacher expertise, student agency, a dialogic classroom climate, and a commitment to the needs of all learners. Research about AfL often includes measuring the efficacy of selected practices or foregrounding the role and experience of teachers. Less prominent is literature examining student experience, which is problematic, given AfL's generally agreed aim of orienting learners as evidence seekers, interpreters, and decision‐makers. This scoping review examined 75 empirical studies published since 2002 that provided evidence of the lived experiences of secondary school students when teachers facilitated AfL pedagogical practices. A conceptualisation of student experience as comprising six interrelated dimensions, ranging from recognition of classroom practices to integration with experiences beyond the classroom, is proposed in the thematic arrangement of results. Findings show student experience as responsive to changes in teacher practice when students are co‐practitioners of AfL and developers of disciplinary expertise. The pedagogic power of students as evaluators is affirmed in evidence that positive student evaluation of the worth or value of a practice is an important precondition for productive student experience. AfL further contributes to a generative experience of learning when it enhances dialogic interactions, with students and teachers as partners in moving learning forward. Inclusive AfL and discipline‐specific AfL practices are evident but under‐represented in the field. The video abstract for this article is available at https://youtu.be/L8HI‐KIskLs.

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Section: Results By Dimension Of Student Experiencementioning

confidence: 99%

Section: Dimension 5: Active and Interactive Responses (N = 62)mentioning

confidence: 99%

Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience

Arnold

2022

Review of Education

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“…Teacher sensitivity (TS) is when an instructor consistently monitors students for cues needing extra support or assistance (Kennedy, 2019). Lastly, adolescent perspective (RAP) can be understood as the degree to which instructors emphasize perspectives concerning exibility, connections to the current life, support for autonomy and leadership, and meaningful peer interactions (Vattøy and Gamlem, 2019). Generally, these dimensions are crucial in promoting students' learning motivation and engagement (Ruzek et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

The Mediating Role of Perceived Instructor’s Emotional Support to Students’ Academic Resiliency and School Engagement

Lobo

2022

Preprint

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Academic resiliency is the ability of students to cope with and overcome setbacks and chronic difficulties, specifically in the school context. Previously conducted studies have discovered that academically resilient students tend to be more engaged in academics than their counterparts. Moreover, studies have also mentioned the importance of teachers’ emotional support to students’ engagement. Concerning this, the current study is focused on determining the mediating role of perceived teachers’ emotional support (TES) in the relationship between academic resiliency (ARS) and school engagement (ENG) of students in a Higher Education Institution context in Angeles City, Philippines. A sample of 910 students (58.9% male and 41.1% female) from different institutes completed self-report questionnaires concerning academic resilience, perceived teachers’ emotional support, and school engagement. Partial Least-Square Structural Equation Modelling using SmartPLS4 was used for the mediation analysis. The results revealed that (1) academic resilience positively influences school engagement, (2) academic resilience leverages perceived teachers’ emotional support, and (3) perceived teachers’ emotional support affects school engagement. Most importantly, it was found that perceived teachers’ emotional support partially mediates the relationship between students’ academic resilience and school engagement. Based on the findings, it was emphasized the importance of teachers’ emotional support in fostering resilience and engagement with college students. Lastly, findings were discussed by stressing the importance of fostering personal and contextual resources in the college to promote students’ well-being.

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Investigating educational dialogue: Variations of dialogue amount and quality among different subjects between early primary and secondary school classrooms

Muhonen,

Pakarinen,

Rasku-Puttonen

et al. 2024

Learning, Culture and Social Interaction

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Teachers’ regard for adolescent perspectives in feedback dialogues with students in lower-secondary schools

Cited by 7 publications

References 27 publications

Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience

Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience

The Mediating Role of Perceived Instructor’s Emotional Support to Students’ Academic Resiliency and School Engagement

Investigating educational dialogue: Variations of dialogue amount and quality among different subjects between early primary and secondary school classrooms

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