In Hattie’s (2009) synthesis of 138 diverse influences on learning outcomes from over 800 meta-analytic studies, feedback was identified as one of the top 10 (d = 0.79, see also Hattie & Timperley, 2007 for an in-depth discussion). However, the mechanisms by which students use this feedback to improve their learning remains understudied. Specifically, students might respond to teacher feedback differently and notably different from the teacher’s expectation. Past studies show that students’ and teachers’ perceptions regarding the quantity and quality of teacher feedback are not aligned (Havnes, Smith, Dysthe, & Ludvigsen, 2012; Orsmond & Merry, 2011).
Hence, there is a need to investigate the relationships among teacher feedback, student feedback beliefs, student motivation, student interpretation of the feedback and student responses to unveil the underlying mechanisms of how feedback affects students’ learning and achievement. Hattie and Gan (2011) argue that “It seems we know much about the power of feedback, but too little about how to harness this power and make it work more effectively in the classroom” (pp. 249-250).
We would like to invite your submissions to the Special Issue in Educational Psychology to share your recent research in one of the following areas:
- Empirical studies that address students’ beliefs about teacher feedback (e.g., feedback usefulness, competence in using feedback, autonomy to respond to feedback, social awareness to use feedback as an approach to keep positive student-teacher relationship) and how these affect the power of feedback on learning
- Empirical studies that address the relationships between different forms of feedback on student school engagement (cognitive, affective and behavioral) so as to maximize the effects of feedback on engaging students in learning and facilitating desirable learning outcomes
- Empirical studies concerned with feedback intervention to engage student in learning and facilitate desirable learning outcomes
- Empirical studies concerned with the influence of culture on how feedback should be provided by teachers and how it is received by students
This Special Issue is also open to manuscripts that are relevant to the field of feedback in education but do not fit neatly into any of the areas listed above. For research methodology, this Special Issue is open to rigorous quantitative and mixed methods.
Preparation of manuscript
Instructions for authors can be found at here.
Interested authors are invited to submit their abstracts online c/o Educational Psychology to Dr. Lan YANG, Prof. Ming Ming CHIU, and Dr. Zi YAN, Guest Editors of the Special Issue by email: firstname.lastname@example.org. Please entitle the email subject as ‘Abstract Submission: Special Issue on The Power of Teacher Feedback in Affecting Student Learning and Achievement: Insights from Students’ Perspective’.
Full Manuscript Submission
Authors of successful proposals will be invited to submit manuscripts. All manuscripts must be submitted through the Manuscript Central site.
Please note the following dates:
Phase 1: Abstract Screening
- Deadline for submitting abstracts: 24 August 2018 (Friday)
- Date by which authors of successful proposals will be notified: 21 September 2018 (Friday)
Phase 2: Manuscript Review
- Deadline for submitting completed manuscripts: 28 December 2018 (Friday)
- Deadline for submitting revised manuscripts: 28 June 2019 (Friday)
- Date by which authors of successful submissions for the Special Issue will be notified: 2 August 2019 (Friday)
Expected publication date: End of 2019 to early 2020
The review process will follow the standard procedures of Educational Psychology, but will be managed by the Guest Editors. Each submitted manuscript will undergo a double-blind review process involving at least two reviewers.
Journal Website: http://www.tandfonline.com/loi/cedp20
Contact Email: email@example.com
- Guest Editor: Lan Yang, The Education University of Hong Kong
- Guest Editor: Ming Ming Chiu, The Education University of Hong Kong
- Guest Editor: Zi Yan, The Education University of Hong Kong