New research shows that student perception surveys are reliable instruments to assess K-12 teachers, but media outlets report that teacher staunchly oppose integrating student feedback into teacher evaluations. Teachers’ attitudes towards student perception surveys are likely to play a critical role in whether these surveys are effective in facilitating improved teaching. Thus, shifting teacher beliefs about this practice is of utmost importance. The present research tests a survey-based intervention that induces cognitive dissonance in teachers regarding the practice of perception surveys and finds that teachers’ attitudes towards student perception surveys can be improved so that they are more open to learning from the feedback of their students.
|Number of pages||1|
|Publication status||Published - 2016|
|Event||American Educational Research Association Annual Meeting 2016: Public Scholarship to Educate Diverse Democracies - Washington, United States of America|
Duration: 8 Apr 2016 → 12 Apr 2016
|Conference||American Educational Research Association Annual Meeting 2016|
|Abbreviated title||AERA 2016|
|Country||United States of America|
|Period||8/04/16 → 12/04/16|
Robinson, C., Finefter-Rosenbluh, I., Benshoof, C., Schneider, J., & Gehlbach, H. (2016). Getting teachers excited about student feedback: It's all in the ask. Poster session presented at American Educational Research Association Annual Meeting 2016, Washington, United States of America.