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Published byHadi Salim Modified over 6 years ago
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The impact of peer to peer support on responses to teacher feedback for low socioeconomic status white British pupils
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Background Information
Start behind (Strand, 2015) Finish behind 22.4 months behind 4.4 months above national average (Andrews et al. 2017)
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Literature Review Teacher Feedback (Hattie & Timperley, 2007; Kingston & Nash, 2011) Self-Efficacy (Bandura, 1977) Self-Regulation (Zimmerman, 2000) Peer to Peer Feedback (Miao et al. 2006)
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‘I do well in art because I like the teacher’
Findings Teacher feedback ‘No I didn’t reply to feedback in the lesson. I reply when I value the subject like maths, science and English’ Self-Regulation ‘I do well in art because I like the teacher’
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Summary School culture is key Understanding colleagues beliefs
Self-Regulation may be important for targeted group to access learning
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