The Role of Student and Teacher Feedback on Teachers' Instructional Decision Making

Staci Tedrow, Fordham University

Abstract

This qualitative case study focused on the extent to which adolescent special education teachers consider feedback given to and received from students when making instructional decisions. Drawing on a theory on formative assessment, the researcher used three qualitative data collection methods including classroom observations, interviews, and artifacts. An inductive generation of themes relating to each research question was used to analyze the data. The findings revealed three primary factors that led teachers to make instructional changes based on feedback given or received: teachers’ hopes for their students, teachers’ willingness to make specific changes, and teachers’ need for systemic support. In addition, four types of changes were made to classroom instruction or assessment: changes for teacher reflection, strategic and content-based changes, changes to the delivery of instruction, and changes in access to opportunities. Recommendations for future research were suggested such as focusing on students’ perceptions and uses of feedback, as well as investigating the effectiveness and perceptions of technology-based feedback mechanisms.^

Subject Area

Education|Special education|Secondary education

Recommended Citation

Tedrow, Staci, "The Role of Student and Teacher Feedback on Teachers' Instructional Decision Making" (2018). ETD Collection for Fordham University. AAI10793662.
https://fordham.bepress.com/dissertations/AAI10793662

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