Campus Location
Abilene Campus
Date of Award
Spring 5-10-2024
Document Type
Manuscript
Department
Teacher Education
Degree Name
Master of Education in Teaching and Learning
First Advisor
Dana Mayhall
Second Advisor
Andrew Huddleston
Abstract
This qualitative case study focused on special education pull-out teachers’ and their students’ perceptions of student-to-teacher feedback forms and how the feedback forms influence their teaching and student learning. The researcher used four data collection methods including feedback forms, interviews, observational notes, and surveys. The patterns and themes found within the data collected were analyzed to determine the study’s findings. The major findings revealed that students who are given the opportunity to openly express their needs through a feedback form felt that the tool helped them to communicate their feelings to their teacher. The students found that expressing their needs to their teachers helped produce a more productive and engaging learning experience, while teachers found it helpful to better communicate with and understand their students.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Hutson, Aubrie, "Implementing Student-to-Teacher Feedback: Analyzing the Effectiveness of Feedback in a Pull-out Special Education Classroom" (2024). Masters of Education in Teaching and Learning. 75.
https://digitalcommons.acu.edu/metl/75
Included in
Disability and Equity in Education Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education Commons, Special Education and Teaching Commons