The development and application of coding frameworks to explore dialogic feedback interactions and self‐regulated learning
Bibliographic Data
| ID | 11160052 |
|---|---|
| Authors | Lenore Adie (0000-0003-3874-397X, Learning Sciences Institute Australia Australian Catholic University Brisbane Australia, corresponding author), Fabienne van der Kleij (0000-0002-1013-0218, Learning Sciences Institute Australia Australian Catholic University Brisbane Australia), Joy Cummings (0000-0001-9221-7677, Learning Sciences Institute Australia Australian Catholic University Brisbane Australia) |
| Year | 2018 |
| Volume | 44 |
| Issue | 4 |
| Pages | 704-723 |
| Publication date | 2018-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/berj.3463 |
| OpenAlex | W2883889350 |
| Language | EN |
| Citations received | 15 |
| References cited | 32 |
This article presents a focused analysis of teacher and student interaction in feedback conversations to contribute to an understanding of feedback as a dialogic process. Extending the work of previous research, two new and detailed coding frameworks—one for teacher feedback and another for student feedback—were developed to capture teacher–student interactions in feedback conversations. The codings were used to quantitatively and qualitatively analyse how opportunities were opened or closed for student contribution. The article draws on data from video and audio recordings and transcripts from 12 participants (six teacher/student pairs in Year 9 in secondary schools in a range of discipline areas), involved in one‐to‐one feedback conversations. The study took place in a standards‐based assessment system where criteria and standards (rubrics) are the basis of teacher judgement of student performance. Taking an inclusive research approach, student participants included students who had identified special learning needs. The findings identify how the shifts in teacher–student feedback conversations can be captured to demonstrate the intricacies of these interactions and, in particular, how the development of student self‐regulatory skills was supported in some conversations but not in others. The study demonstrates how the dialogic nature of feedback can contribute to learning for both student and teacher
Coding (social sciences) · Dialogic · Judgement · Mathematics education · Pedagogy · Peer feedback · Rubric · Sociology · Collaborative Teaching and Inclusion · Psychology · Student Assessment and Feedback · Teacher Education and Leadership Studies
Rol Mediador Docente y Aprendizaje Autorregulado
The effects of school climate on students’ reading achievement
Making student voice heard in dialogic feedback
Impact of Data-Driven Feedback and Coaching on Preservice Teachers’ Questioning Skills for Higher-Order Thinking within a Mixed-Reality Simulation Environment
Rubrics and formative assessment in K-12 education
Teacher and student perceptions of oral classroom feedback practices
Teacher–student interactions and feedback in English as a foreign language classrooms
Inside the Conversation
Evaluation of the ‘Feedback Engagement Enhancement Tool’ to examine and enhance students’ engagement with feedback on their writing
Fostering agency through dialogue in classroom writing assessment
Students' perceptions of teachers' feedback practice in teaching English as a foreign language
Comparison of teacher and student perceptions of formative assessment feedback practices and association with individual student characteristics
Developing the relational in teacher feedback literacy
Cultivating learners’ technology-mediated dialogue of feedback in writing
Dialogism in feedback literacies
Cognitive Load Theory
Testing Times
A socio‐cultural theorisation of formative assessment
Supporting Learners' Agentic Engagement With Feedback
Developing the theory of formative assessment
Classroom assessment and pedagogy
Feedback and Self-Regulated Learning
Assessment and Classroom Learning
Formative assessment and the design of instructional systems
Focus on Formative Feedback
Dialogic feedback and potentialities for student learning
Beyond feedback
Teacher Feedback to Young Children in Formative Assessment
The Power of Feedback
Formative assessment and self-regulated learning
Becoming a Self-Regulated Learner
| Citations per year | 2.14 |
|---|---|
| Citation span | 2019 - 2026 (8) |
| Highly cited | No |