2026-09-20T10:51:23Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/132542 2026-02-20 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2026-02-19 without embargo terms The student, Justine Rovin, accepted the attached license on 2025-11-29 at 09:03. The student, Justine Rovin, submitted this Dissertation for approval on 2025-11-29 at 09:13. This Dissertation was approved for publication on 2025-12-02 at 14:08. DSpace SAF Submission Ingestion Package generated from Vireo submission #22978 on 2026-02-19 at 18:25:41 Exploring teacher feedback literacy: practices, challenges, and cultural responsiveness in a consolidated district Rovin, Justine Sabrina 2025-12-02 Cope, Bill Cope, Bill Kalantzis, Mary Zhu, Xinran Ortega Martín, José Luis Teacher Feedback Literacy Feedback K-12 Education eng 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 2025-12 Thesis https://hdl.handle.net/2142/132542 © 2025 Justine Sabrina Rovin Educ Policy, Orgzn & Leadrshp Educ Policy, Orgzn & Leadrshp University of Illinois Urbana-Champaign Ed.D. Dissertation