University of Illinois Urbana-Champaign

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

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
Language
eng
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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