1. The impact of peer to peer support on responses to teacher feedback for low socioeconomic status white British pupils

2. Background Information
Start behind (Strand, 2015)
Finish behind
22.4 months behind
4.4 months above national average (Andrews et al. 2017)

3. 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)

4. ‘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’

5. Summary School culture is key Understanding colleagues beliefs
Self-Regulation may be important for targeted group to access learning