{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/132542"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/132542","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Exploring teacher feedback literacy: practices, challenges, and cultural responsiveness in a consolidated district","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","abstract_html":"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","abstract_has_math":false,"creators":["Rovin, Justine Sabrina"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Cope, Bill","Kalantzis, Mary","Zhu, Xinran","Ortega Martín, José Luis"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12","date_published":"2025-12","updated_at":"2026-07-22T22:25:07Z","subjects":["Teacher Feedback Literacy","Feedback","K-12 Education"],"languages":["en"],"rights":["© 2025 Justine Sabrina Rovin"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/132542","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cope, Bill","Kalantzis, Mary","Zhu, Xinran","Ortega Martín, José Luis"]},{"key":"dc:creator","label":"Author","values":["Rovin, Justine Sabrina"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-12","2025-12-02"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teacher Feedback Literacy","Feedback","K-12 Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["© 2025 Justine Sabrina Rovin"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/132542"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["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","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"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Exploring teacher feedback literacy: practices, challenges, and cultural responsiveness in a consolidated district"]}]}],"canonical_facts":{"dc:contributor":["Cope, Bill","Kalantzis, Mary","Zhu, Xinran","Ortega Martín, José Luis"],"dc:creator":["Rovin, Justine Sabrina"],"dc:date":["2025-12","2025-12-02"],"dc:description":["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","Submission original under an indefinite embargo labeled 'Open Access'. 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