Exploring teacher feedback literacy: practices, challenges, and cultural responsiveness in a consolidated district

Rovin, Justine Sabrina

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https://hdl.handle.net/2142/132542 Copy

Description

Title

Exploring teacher feedback literacy: practices, challenges, and cultural responsiveness in a consolidated district

Author(s)

Rovin, Justine Sabrina

Issue Date

2025-12-02

Director of Research (if dissertation) or Advisor (if thesis)

Cope, Bill

Doctoral Committee Chair(s)

Cope, Bill

Committee Member(s)

• Kalantzis, Mary
• Zhu, Xinran
• Ortega Martín, José Luis

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Teacher Feedback Literacy
• Feedback
• K-12 Education

Abstract

This explanatory sequential mixed-methods study introduces a novel tri-theoretical framework—integrating cognitive (Hattie & Timperley), practical (Carless & Winstone), and intercultural (Pazio Rossiter & Bale) dimensions—to investigate K-12 teacher feedback literacy. Using this lens, a survey (N=105) and interviews (N=8) revealed teachers strongly prioritize the relational dimension of feedback but are critically constrained by the pragmatic dimension (time, workload, class size). Institutional structures were identified as the primary barrier. Specific findings showed that experienced teachers focus significantly more on self-regulation feedback (Hattie & Timperley's highest level), while special education teachers use significantly more motivational praise. Teachers also reported a gap between professional development and their need for practical strategies to improve student uptake, validating the Hattie and Timperley's, Carless and Winstone, and Pazio Rossiter and Bale’s framework's utility in identifying systemic barriers

Graduation Semester

2025-12

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/132542

Copyright and License Information

© 2025 Justine Sabrina Rovin

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