Feedback for everybody? Exploring the relationship between students’ perceptions of feedback and students’ socioeconomic status
In this article I describe teacher–student feedback as an active process shaped by both the teacher and the student and argue that feedback is influenced by students’ unique experiences and socialisation. Drawing on sociological theories on interaction and communication, I argue that the type and qu...
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Online Access: | http://dx.doi.org/10.1002/berj.3522 https://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1002%2Fberj.3522 https://onlinelibrary.wiley.com/doi/pdf/10.1002/berj.3522 https://onlinelibrary.wiley.com/doi/full-xml/10.1002/berj.3522 |
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crwiley:10.1002/berj.3522 2024-06-23T07:53:58+00:00 Feedback for everybody? Exploring the relationship between students’ perceptions of feedback and students’ socioeconomic status Sortkær, Bent 2019 http://dx.doi.org/10.1002/berj.3522 https://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1002%2Fberj.3522 https://onlinelibrary.wiley.com/doi/pdf/10.1002/berj.3522 https://onlinelibrary.wiley.com/doi/full-xml/10.1002/berj.3522 en eng Wiley http://onlinelibrary.wiley.com/termsAndConditions#vor British Educational Research Journal volume 45, issue 4, page 717-735 ISSN 0141-1926 1469-3518 journal-article 2019 crwiley https://doi.org/10.1002/berj.3522 2024-06-06T04:23:45Z In this article I describe teacher–student feedback as an active process shaped by both the teacher and the student and argue that feedback is influenced by students’ unique experiences and socialisation. Drawing on sociological theories on interaction and communication, I argue that the type and quality of the teacher–student feedback perceived by the student is influenced by the student's background. While many studies have shown that feedback is a key determinant for student learning and achievement, only a few have examined how feedback is perceived by students and if the perception is related to their socioeconomic status ( SES ). I use data from the Programme for International Student Assessment ( PISA ) 2012 in a multilevel regression model to examine differences in students’ perceptions of directive and facilitative feedback. The five Nordic countries of Denmark, Finland, Iceland, Norway and Sweden are used as cases. Regarding directive feedback, I find no relationship between this type of feedback and students’ SES . However, the results indicate that students with high SES perceive more facilitative feedback in Denmark, Finland, Iceland and Sweden than students with low SES . These results indicate that students are not given equal opportunities to learn. I argue that this might create inequalities in the Nordic school systems. Implications of the findings are discussed. Article in Journal/Newspaper Iceland Wiley Online Library Norway British Educational Research Journal 45 4 717 735 |
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English |
description |
In this article I describe teacher–student feedback as an active process shaped by both the teacher and the student and argue that feedback is influenced by students’ unique experiences and socialisation. Drawing on sociological theories on interaction and communication, I argue that the type and quality of the teacher–student feedback perceived by the student is influenced by the student's background. While many studies have shown that feedback is a key determinant for student learning and achievement, only a few have examined how feedback is perceived by students and if the perception is related to their socioeconomic status ( SES ). I use data from the Programme for International Student Assessment ( PISA ) 2012 in a multilevel regression model to examine differences in students’ perceptions of directive and facilitative feedback. The five Nordic countries of Denmark, Finland, Iceland, Norway and Sweden are used as cases. Regarding directive feedback, I find no relationship between this type of feedback and students’ SES . However, the results indicate that students with high SES perceive more facilitative feedback in Denmark, Finland, Iceland and Sweden than students with low SES . These results indicate that students are not given equal opportunities to learn. I argue that this might create inequalities in the Nordic school systems. Implications of the findings are discussed. |
format |
Article in Journal/Newspaper |
author |
Sortkær, Bent |
spellingShingle |
Sortkær, Bent Feedback for everybody? Exploring the relationship between students’ perceptions of feedback and students’ socioeconomic status |
author_facet |
Sortkær, Bent |
author_sort |
Sortkær, Bent |
title |
Feedback for everybody? Exploring the relationship between students’ perceptions of feedback and students’ socioeconomic status |
title_short |
Feedback for everybody? Exploring the relationship between students’ perceptions of feedback and students’ socioeconomic status |
title_full |
Feedback for everybody? Exploring the relationship between students’ perceptions of feedback and students’ socioeconomic status |
title_fullStr |
Feedback for everybody? Exploring the relationship between students’ perceptions of feedback and students’ socioeconomic status |
title_full_unstemmed |
Feedback for everybody? Exploring the relationship between students’ perceptions of feedback and students’ socioeconomic status |
title_sort |
feedback for everybody? exploring the relationship between students’ perceptions of feedback and students’ socioeconomic status |
publisher |
Wiley |
publishDate |
2019 |
url |
http://dx.doi.org/10.1002/berj.3522 https://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1002%2Fberj.3522 https://onlinelibrary.wiley.com/doi/pdf/10.1002/berj.3522 https://onlinelibrary.wiley.com/doi/full-xml/10.1002/berj.3522 |
geographic |
Norway |
geographic_facet |
Norway |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
British Educational Research Journal volume 45, issue 4, page 717-735 ISSN 0141-1926 1469-3518 |
op_rights |
http://onlinelibrary.wiley.com/termsAndConditions#vor |
op_doi |
https://doi.org/10.1002/berj.3522 |
container_title |
British Educational Research Journal |
container_volume |
45 |
container_issue |
4 |
container_start_page |
717 |
op_container_end_page |
735 |
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1802645882433175552 |