Feedback til alle?:En undersøgelse af sammenhængen mellem elevernes oplevelse af feedback og deres socioøkonomiske baggrund (SES)
In the paper, I describe teacher-student feedback as an active process shaped by both the teacher and the student and argue that feedback is influenced by the students’ unique experiences and socialization. Drawing on sociological theories on interaction and communication, I argue that the type and...
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Online Access: | https://pure.au.dk/portal/da/publications/feedback-for-everybody-exploring-the-relationship-between-students-perceptions-of-feedback-and-students-socioeconomic-status(8c174294-8413-41c2-802c-4ea4f51eb396).html https://doi.org/10.1002/berj.3522 https://pure.au.dk/ws/files/207683531/Feedback_for_everybody_Exploring_the_relationship_between_students_perceptions_of_feedback_and_students_socioeconomic_status_AM.pdf |
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ftuniaarhuspubl:oai:pure.atira.dk:publications/8c174294-8413-41c2-802c-4ea4f51eb396 2023-05-15T16:48:12+02:00 Feedback til alle?:En undersøgelse af sammenhængen mellem elevernes oplevelse af feedback og deres socioøkonomiske baggrund (SES) Feedback for Everybody? Exploring the relationship between students’ perceptions of feedback and students’ socioeconomic status Sortkær, Bent 2019-08 application/pdf https://pure.au.dk/portal/da/publications/feedback-for-everybody-exploring-the-relationship-between-students-perceptions-of-feedback-and-students-socioeconomic-status(8c174294-8413-41c2-802c-4ea4f51eb396).html https://doi.org/10.1002/berj.3522 https://pure.au.dk/ws/files/207683531/Feedback_for_everybody_Exploring_the_relationship_between_students_perceptions_of_feedback_and_students_socioeconomic_status_AM.pdf eng eng info:eu-repo/semantics/openAccess Sortkær , B 2019 , ' Feedback for Everybody? Exploring the relationship between students’ perceptions of feedback and students’ socioeconomic status ' , British Educational Research Journal , vol. 45 , no. 4 , pp. 717-735 . https://doi.org/10.1002/berj.3522 article 2019 ftuniaarhuspubl https://doi.org/10.1002/berj.3522 2022-03-30T22:51:11Z In the paper, I describe teacher-student feedback as an active process shaped by both the teacher and the student and argue that feedback is influenced by the students’ unique experiences and socialization. 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 multi-level 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, Fin-land, 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 Aarhus University: Research Norway British Educational Research Journal |
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Aarhus University: Research |
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ftuniaarhuspubl |
language |
English |
description |
In the paper, I describe teacher-student feedback as an active process shaped by both the teacher and the student and argue that feedback is influenced by the students’ unique experiences and socialization. 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 multi-level 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, Fin-land, 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 til alle?:En undersøgelse af sammenhængen mellem elevernes oplevelse af feedback og deres socioøkonomiske baggrund (SES) |
author_facet |
Sortkær, Bent |
author_sort |
Sortkær, Bent |
title |
Feedback til alle?:En undersøgelse af sammenhængen mellem elevernes oplevelse af feedback og deres socioøkonomiske baggrund (SES) |
title_short |
Feedback til alle?:En undersøgelse af sammenhængen mellem elevernes oplevelse af feedback og deres socioøkonomiske baggrund (SES) |
title_full |
Feedback til alle?:En undersøgelse af sammenhængen mellem elevernes oplevelse af feedback og deres socioøkonomiske baggrund (SES) |
title_fullStr |
Feedback til alle?:En undersøgelse af sammenhængen mellem elevernes oplevelse af feedback og deres socioøkonomiske baggrund (SES) |
title_full_unstemmed |
Feedback til alle?:En undersøgelse af sammenhængen mellem elevernes oplevelse af feedback og deres socioøkonomiske baggrund (SES) |
title_sort |
feedback til alle?:en undersøgelse af sammenhængen mellem elevernes oplevelse af feedback og deres socioøkonomiske baggrund (ses) |
publishDate |
2019 |
url |
https://pure.au.dk/portal/da/publications/feedback-for-everybody-exploring-the-relationship-between-students-perceptions-of-feedback-and-students-socioeconomic-status(8c174294-8413-41c2-802c-4ea4f51eb396).html https://doi.org/10.1002/berj.3522 https://pure.au.dk/ws/files/207683531/Feedback_for_everybody_Exploring_the_relationship_between_students_perceptions_of_feedback_and_students_socioeconomic_status_AM.pdf |
geographic |
Norway |
geographic_facet |
Norway |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Sortkær , B 2019 , ' Feedback for Everybody? Exploring the relationship between students’ perceptions of feedback and students’ socioeconomic status ' , British Educational Research Journal , vol. 45 , no. 4 , pp. 717-735 . https://doi.org/10.1002/berj.3522 |
op_rights |
info:eu-repo/semantics/openAccess |
op_doi |
https://doi.org/10.1002/berj.3522 |
container_title |
British Educational Research Journal |
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1766038311501037568 |