Feed forward : how feedback shapes teachers' beliefs about student potential and student beliefs about teachers
Abstract/Contents
- Abstract
- Teachers and their beliefs about student potential are highly consequential for students' academic and life outcomes. In this dissertation, I explore how teachers' beliefs about Black and White student potential are causally influenced by their engagement with student work, and measure how teachers and their behavior are perceived by Black and White students. I do so in the specific context of written feedback interactions between teachers and Black and White students; leveraging feedback as a ubiquitous teaching practice. I show that when teachers meaningfully engage with Black student writing through feedback, they report more positive beliefs in those students' academic potential than when they are simply evaluating the writing (chapter 2). Teachers' positive beliefs in Black student potential are most associated with feedback that is relational and that gives students agency in the revision process (chapter 3). That is, teachers who give students opportunities to revise their own work (agentic feedback) tend to see more academic potential in Black students. What's more, Black and White students both perceive that agentic feedback communicates higher teacher expectations, and they predict it will promote greater learning and improvement (chapter 4). Taken together, these studies provide necessary insight into the process by which teachers' beliefs about Black students are formed and communicated in their daily interactions with students. More work is needed to understand how teachers' various interactions with students inform their beliefs about them, specifically in the context of interracial teaching. The overall goal of this research is to inform teacher training and develop strategies to improve their relationships with and teaching of Black students.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2021; ©2021 |
| Publication date | 2021; 2022 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Griffiths, Camilla Mutoni |
|---|---|
| Degree supervisor | Eberhardt, Jennifer L. (Jennifer Lynn) |
| Thesis advisor | Eberhardt, Jennifer L. (Jennifer Lynn) |
| Thesis advisor | Steele, Claude |
| Thesis advisor | Walton, Gregory M. (Gregory Mariotti) |
| Degree committee member | Steele, Claude |
| Degree committee member | Walton, Gregory M. (Gregory Mariotti) |
| Associated with | Stanford University, Department of Psychology |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Camilla Mutoni Griffiths. |
|---|---|
| Note | Submitted to the Department of Psychology. |
| Thesis | Thesis Ph.D. Stanford University 2022. |
| Location | https://purl.stanford.edu/hp148tk6840 |
Access conditions
- Copyright
- © 2021 by Camilla Mutoni Griffiths
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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