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Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement
Publication . Monteiro, Vera; Carvalho, Carolina; Santos, Natalie Nóbrega
Previous research revealed the connection between students’ behavioral and emotional
engagement and a supportive classroom environment. One of the primary tools teachers
have to create a supportive classroom environment is effective feedback. In this study, we
assessed the supportive classroom environment using the perception shared by all
students from the same classroom of teachers’ use of effective feedback. We aimed
to explore the effect of such an environment on students’ behavioral engagement and
school identification. Using a probabilistic sample of 1,188 students from 75 classrooms
across 6th, 7th, 9th, and 10th grades, we employed multilevel regression modeling with
random intercept and fixed slopes. We explored the effects of both individual perceptions
of teachers’ use of effective feedback and the supportive classroom environment on
student engagement. The analyses identified that students who perceived that their
teachers use more effective feedback had a higher level of behavioral engagement and
school identification. Once we controlled the effects of these individual perceptions of
teachers’ effective feedback, we still observed the effect of a supportive classroom
environment on student engagement. So, in classrooms where teachers used more
effective feedback creating a supportive classroom environment, students had higher
school identification and behavioral engagement levels, regardless of their individual
perceptions of teachers’ feedback. The association between variables remained
significant even after controlling students’ characteristics (gender, nationality, mother’s
level of education, history of grade retention) and classroom characteristics (grade level,
type of school, number of students at grade level). Our findings support the potential of
teachers’ feedback practices to foster students’ school identification and behavioral
engagement to build a more inclusive school environment and value students’ diversity.
Effectiveness of grade retention: A systematic review and meta-analysis
Publication . Goos, Mieke; Pipa, Joana; Peixoto, Francisco
Research on the effectiveness of grade retention has a long history, yet, has seen an upsurge
during the last decade. In this study, we review 84 recent, methodologically sound studies estimating
effects of retention in grades K-12 on repeaters’ and nonrepeaters’ development, in a
variety of countries across the world, disentangling grade and age comparison results. Based on
vote counting analysis and three-level metaregression analysis we find grade retention to have an
average zero effect, indicating that repeaters and non-repeaters seem to show a similar development,
on average. At the same time, we find grade retention effects to differ according to some
specific effect and study characteristics. More specifically, grade retention seems less effective in
countries applying a mixture of grade retention and tracking to tackle student heterogeneity, and
when repeaters are compared with non-repeaters of the same age. Conversely, grade retention
seems more effective in countries using strategies such as ability grouping, setting, and streaming
to deal with student heterogeneity. Positive effects also seem to arise when studying students’
psychosocial functioning, when investigating short-run effects, when comparing repeaters with
their younger non-retained grade-mates, and when evaluating effects via a regression discontinuity
method.
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Funding agency
Fundação para a Ciência e a Tecnologia
Funding programme
6817 - DCRRNI ID
Funding Award Number
157914