Exploring teacher feedback literacy: practices, challenges, and cultural responsiveness in a consolidated district

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

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois Urbana-Champaign

Year dc:date

2025

Author dc:creator

• Rovin, Justine Sabrina

Contributors dc:contributor

• Cope, Bill
• Kalantzis, Mary
• Zhu, Xinran
• Ortega Martín, José Luis

• Teacher Feedback Literacy
• Feedback
• K-12 Education

Statement dc:rights

• © 2025 Justine Sabrina Rovin

Language dc:language

en

Handle dc:identifier

https://hdl.handle.net/2142/132542

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/132542