Feedback With Purpose: How Responsive Teaching Builds Trusting Relationships and Academic Confidence
Item
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Title
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Feedback With Purpose: How Responsive Teaching Builds Trusting Relationships and Academic Confidence
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Creator
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Grace M. Neville
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Degree Name
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Master of Arts in Teaching (initial licensure)
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Project Type
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Action Research Project
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Date
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6/15/2025
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Abstract
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This action research project investigates how culturally responsive instruction, framed by Banks’ (2019) Multicultural Education Theory, influences student engagement and student-teacher relationships in a 7th-grade language arts classroom. The study explores how inclusive, reflective practices support equitable instruction and increase student participation. Using Sagor’s (2000) qualitative action research model, data was collected through teacher journals, student assessments, observations, and mentor feedback. Thematic analysis revealed three core findings: (1) cultural collaboration enhances engagement, (2) instructional responsiveness and positive feedback support inclusion and content connection, and (3) supportive practices build psychological safety and academic valor. Incorporating student identities and lived experiences through scaffolded instruction and structured discussions increased motivation, confidence, and academic risk-taking. Purposeful feedback paired with social-emotional learning created a space where students felt seen and valued. While limited by time and scope, the study highlights the benefits of culturally responsive teaching in creating inclusive, student-centered classrooms that promote equity and engagement.
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Keywords
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Feedback
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Scaffolding
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Relationship
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Committee Member
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Mark Girod
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Grace Neville
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Rights
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Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
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https://rightsstatements.org/page/InC/1.0/?language=en
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Language
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eng
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Type
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Text
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Identifier
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GraceNeville_ARP_2025
