Wise Feedback as a Timely Intervention for At-Risk Students Transitioning Into High School

Thayer, Andrew J.; Cook, Clayton R.; Fiat, Aria E.; Bartlett-Chase, Meghanne N.; Kember, Jessie

doi:10.17105/spr-2017-0021.v47-3

Cited by 6 publications

(11 citation statements)

References 62 publications

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“…There is emerging evidence from randomized controlled and single-case experimental studies supporting the efficacy of wise feedback to improve relevant academic outcomes for students from minority backgrounds who are likely to distrust the school system and lack a sense of belonging (Thayer et al, 2018; Yeager et al, 2014). To date, wise feedback has only been used with students.…”

Section: Parent Wise Feedbackmentioning

confidence: 99%

“…Once the person receives a message that they are valued by others, that they can trust others, and that others believe they can succeed, the person is likely to more positively interpret their continued future experiences that reinforce their self-concept (Silverman & Cohen, 2014). By strategically targeting particular social psychological mechanisms of behavior change (i.e., trust and belonging) through a specific, genuine, and personalized message that is self-reinforcing with environmental support (e.g., continued interaction with individuals), wise feedback potentially improves relationships between individuals and organizations while avoiding common pitfalls to typical feedback (e.g., lack of specificity, hollow compliments) and potentially surmounting racial barriers and deeply entrenched distrust (Thayer, Cook, Fiat, Bartlett-Chase, & Kember, 2018; Yeager et al, 2014).…”

Section: Parent Wise Feedbackmentioning

confidence: 99%

See 1 more Smart Citation

Targeting parent trust to enhance engagement in a school–home communication system: A double-blind experiment of a parental wise feedback intervention.

Houri¹,

Thayer²,

Cook³

2019

School Psychology

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Parental behavioral and relational engagement in school include components of trust, communication, and respect that are positively predictive of student academic success. Parents who report high levels of trust with their child’s teacher are more likely to be involved in school and related programs and events. Direct teacher–parent communication has been demonstrated to strengthen parental trust, thereby increasing parental engagement. The parent wise feedback intervention is a relational technique that communicates high expectations from one person to another while simultaneously creating a space for reciprocal dialogue to strengthen trust. The purpose of this study was to examine the effectiveness of this intervention on parental behavioral and relational engagement and student behaviors through a double-blind randomized control trial. The sample consisted of 51 students in third through fifth grade whose parents demonstrated low levels of engagement. Results demonstrated a significant increase in parental behavioral and relational engagement for the majority of parents in the intervention condition. In addition, changes in parental responses were positively correlated with changes in student behaviors. Educators can easily implement this low-cost, parent-directed intervention to enhance parental behavioral and relational engagement in populations that demonstrate high levels of mistrust with school personnel.

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Section: Parent Wise Feedbackmentioning

confidence: 99%

Section: Parent Wise Feedbackmentioning

confidence: 99%

Targeting parent trust to enhance engagement in a school–home communication system: A double-blind experiment of a parental wise feedback intervention.

Houri¹,

Thayer²,

Cook³

2019

School Psychology

Self Cite

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“…Academically, when students identify with their teachers' practices and efforts, along with how a teacher responds to their struggles and worries, builds connection through trust (Brake, 2019). School intervention is necessary for students who lack trust in their teachers because that disconnect puts them at greater risk to dropout (Thayer et al, 2018;.…”

Section: Relational Consequencesmentioning

confidence: 99%

“…Therefore, school leaders conducting collaboration can plan and prioritize areas of focus to maximize the time of the participating teachers . They can also implement formal collaborative structures and protocols with high fidelity that produce maximum efficiency that are responsive to their members Berry et al, 2008;Levine & Marcus, 2007;Thayer et al, 2018). To create continuity, collaboration facilitators can track participation, disseminate information, and provide meaningful follow-through throughout the year Levine & Marcus, 2007).…”

Section: Obstacles Of Collaborationmentioning

confidence: 99%

“…Building instructional program coherence (IPC; Newmann et al, 2001) and cross-grade collaboration is a common suggestion in research Brown & Seely, 2010;Thayer et al, 2018) to promote academic continuity through the disruptive nature of the transition to high school. However, the research lacks if this vertical teaming between mid-level feeder schools and high schools is taking place and subsequent evidence that shows if vertical teaming influences student achievement.…”

Section: Introductionmentioning

confidence: 99%

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Teacher collaboration and instructional program coherence across the transition to high school

Thompson¹

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This study explores to what extent principals perceive instructional program coherence (IPC) and vertical collaboration occur in high schools and their mid-level feeder schools. It also measures IPC and its five components' association with different measures of student achievement. The study took place in the state of Missouri, and 312 principals of high schools with separate feeder middle schools were invited to participate. Electronic and paper surveys as well as public data were collected and analyzed using descriptive statistics, bivariate correlations, and linear regression. The findings show that principals perceive their school's IPC to be fairly strong, but their vertical collaboration needs improvement. The findings also indicate that only particular IPC components such as curriculum, instruction positively influenced graduation rates, academic climate positively influenced the EOC Algebra 1 scores, and vertical collaboration positively associated with higher average freshman GPA's. A major limitation to this study was the low response rate.

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Wise feedback and trust in higher education: A quantitative and qualitative exploration of undergraduate students' experiences with critical feedback

Troy,

Moua,

Van Boekel

2024

Psychology in the Schools

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Using quantitative and qualitative methods, we explore students' engagement with critical feedback in an authentic university setting. Findings support the centrality of strong relationships in the feedback process. Study 1 was the first conceptual replication and extension of Yeager et al.'s (2014) wise feedback intervention to test the effectiveness/efficacy in a new setting. Undergraduate students (n = 94) were randomly assigned to receive a wise feedback message (explicitly stated the instructor's high expectations and belief in the student's ability to meet those expectations) or a control message. Although we did not replicate prior findings, we observed high initial levels of institutional and relational trust, which was maintained across the semester for students in both conditions. In Study 2, we conducted interviews with BIPOC (Black, Indigenous, People of Color) students (n = 6), to explore the underlying assumptions of wise feedback (i.e., attributional ambiguity) and their experiences with critical feedback in higher education. Although these discussions were nuanced, and will be unpacked further, generally students highlighted the role of feedback in bolstering or deteriorating their relationships with instructors. These findings have implications for educators who are tasked with providing critical feedback while simultaneously protecting relational dynamics with students.

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Wise Feedback as a Timely Intervention for At-Risk Students Transitioning Into High School

Cited by 6 publications

References 62 publications

Targeting parent trust to enhance engagement in a school–home communication system: A double-blind experiment of a parental wise feedback intervention.

Targeting parent trust to enhance engagement in a school–home communication system: A double-blind experiment of a parental wise feedback intervention.

Teacher collaboration and instructional program coherence across the transition to high school

Wise feedback and trust in higher education: A quantitative and qualitative exploration of undergraduate students' experiences with critical feedback

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