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This book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools.

educational media research --- Student Perception of Teaching Quality --- Student Feedback --- Teacher Development --- Teacher Professionalization --- School Accountability --- School Assessments --- School Improvement --- Teacher Education --- Student Perception for Development of Education --- Student Voice --- Student Ratings of Instruction --- Student Ratings of Classroom Climate --- Classroom Observation Measures --- Teaching Effectiveness --- Teaching Quality in Primary School --- Student Surveys --- Data Use in Schools --- Open Access --- Avaluació dels professors --- Avaluació del professorat --- Avaluació educativa --- Autoavaluació dels professors --- Rúbriques d'avaluació --- Eficàcia de l'ensenyament

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International governments have committed to supporting the development of greater equity and inclusion in education. However—despite some progress—many individuals and communities continue to face discrimination, remaining on the margins of society. This collection of papers highlights the many challenges faced by persons perceived to be different from the majority population in their communities. This labelling of individuals has served to exclude many from engaging fully with the social and educational opportunities that the majority take for granted. The authors who have contributed to this Special Edition have challenged the stereotypical views of such individuals, ensuring that the voices of those who best understand the experience of living with discrimination can be heard.These papers demonstrate how listening to the voices of marginalised individuals can become an important first step towards a process of change. Such an action fundamentally challenges established procedures whereby opportunities to learn from the experiences of marginalised individuals have been neglected. We acknowledge that listening is only the starting point for a radical reengagement that enables marginalised individuals to fully participate in society. However, several of the authors who have contributed to this Special Edition have provided an indication of how the movement towards equity and inclusion may be advanced.

identity --- belonging --- misrecognition --- primary school --- children’s rights --- pedagogy --- ability grouping --- minority ethnic --- childhood --- migrant children --- multilingualism --- autism --- marginalisation --- rural coastal areas --- inclusion --- inclusive education --- migration and disability --- special education needs (SEN) --- SEN diagnosis --- parent enablers --- voice --- hearing impairment --- learning --- knowledge --- education --- employment --- Pakistan --- PRU --- special needs education --- special education --- segregation --- stakeholder --- stereotypes --- status of women in India --- gender discrimination --- feminist research --- people with intellectual disabilities --- higher/postsecondary education --- student voice --- co-researching --- second language learning --- inclusive research --- learners’ voices --- policy debates --- school engagement --- early school leaving --- alternative education --- teacher–student relations --- Travellers in education --- school choice --- intercultural education --- disadvantaged schools --- segregated schools --- domestic violence --- adolescence --- teenage --- Adverse Childhood Experience --- social-emotional learning --- interventions --- group supports --- Early Childhood Intervention --- children’s assessment --- parents’ journeys --- in-betweenness and identity --- n/a --- children's rights --- learners' voices --- teacher-student relations --- children's assessment --- parents' journeys

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The book provides a rich, informative picture of the current state of student engagement evaluation, while also highlighting challenges and opportunities for future advances. A particular strength of this publication is its emphasis on the importance of taking evidence-based decisions, and showing how the South African Survey of Student Engagement (SASSE) can provide the evidence for well-informed changes in policy and practice in order to enhance student success." - Prof Magda Fourie-Malherbe, Stellenbosch University

Higher & further education, tertiary education --- Academics --- Academic achievement --- Academic advising --- Academic advisors --- Academic challenge --- Academic development --- Academic literacy --- Academic performance --- Academic support --- Access --- Academic staff (also see academics/Lecturers) --- Actionable --- Active learning --- Agency --- Aggregated --- Analyse --- Apply --- Ask questions --- Assessment --- Attitude --- Australasian Survey of Student Engagement (AUSSE) --- Beginning University Survey of Student Engagement (BUSSE) --- Benchmarking --- Bloom’s taxonomy --- Business --- economics and management --- Campus environment --- Capacity --- Career advisors --- Challenges --- Classroom activities --- Classroom Survey of Student Engagement (CLASSE) --- Co-curricular (also see extra-curricular) --- Cognitive --- Cognitive development --- Cognitive educational activities --- Cognitive functions --- Cognitive skills --- Collaborative learning --- Colleges --- Community college --- Comprehensive universities --- Conditional formatting --- Contextual --- Contextual challenges --- Contextualised --- Council on Higher Education (CHE) --- Course (module/subject) --- Critical thinking --- Culture --- Curriculum --- Data --- Data-informed --- Decision-making --- Decolonisation --- Deep learning --- Department chairs (heads of departments) --- Department of Higher Education and Training (DHET) --- Development --- Developmental outcomes --- Diagnostic --- Disaggregating --- Discussions --- Discussion with diverse others --- Dropout --- Education outcomes --- Effective educational behaviours --- Effective educational practices --- Effective leadership --- Effective teaching practices --- Empirical --- Engagement – also see Student Engagement --- Engineering --- Equity --- Equitable outcomes --- Evaluate --- Evidence --- Evidence-based --- Expectations --- Expected academic difficulty --- Expected academic perseverance --- Experiential learning --- Experience with staff --- Extended degree --- Extended curricula --- Extra-curricular (also see co-curricular) --- Financial Stress Scale --- First-generation --- First-year --- Food --- Food insecurity --- Frequency --- Freshman myth --- Gender --- Graduate attributes (Learning outcomes) --- Group work --- Heads of departments --- High-Impact practices --- Higher education outcomes --- Higher-Order Learning --- Holistic --- Humanities --- Incentive --- Indicators --- Innovation --- Innovative --- Instructional paradigm --- Interactions --- Interventions --- Institutional culture --- Institutional performance --- Institutional research --- Institutional researchers --- Institution-wide approaches --- Interpersonal relationships --- Interpersonal skills --- Intersectional --- Intersectionality --- Irish Survey of Student Engagement (ISSE) --- Knowledge --- Knowledge society --- Language --- Law --- Leaders --- Leadership (management/university leadership) --- Learning --- Learning environments --- Learning facilitator --- Learning outcomes --- Learning paradigm --- Learning strategies --- Learning with peers --- Lecturer Survey of Student Engagement (LSSE) --- Lecturers (also see academics/academic staff) --- Librarians --- Management (University leaders and Leadership) --- Mathematics --- Memorisation --- Mentor --- Mentoring --- Mentorship --- Mission --- Module (course/subject) --- Motivation --- National Benchmark Tests (NBT) --- National Benchmark Test Project (NBTP) --- National Development Plan --- National Survey of Student Engagement (NSSE) --- Natural and Agricultural Sciences --- Next Generation of Academics Programme (nGAP) --- Numeracy development --- Off-campus --- On-campus --- Online resources --- Pathways --- Peer learning (also see Tutor) --- Pedagogical approaches --- Pedagogical contexts --- Pedagogical environments --- Pedagogical experiences --- Pedagogical innovation --- Pedagogical practices --- Pedagogical relationship --- Pedagogical responsiveness --- Pedagogies --- Perceived academic preparation --- Perceived preparedness --- Persistence --- Policies --- Policy --- Policy makers --- Practical significance --- Practical work --- Preparing for class --- Professional development --- Professionals --- Professional staff --- Quadrant --- Quality --- Quality assurance --- Quality of interactions --- Quantitative reasoning --- Reflection --- Reflective and integrative learning --- Relationships --- Research --- Responsiveness --- Resources --- Retention --- Science --- engineering and technology --- Self-reflection --- Senior students --- Service learning --- Social sciences --- Socio-economic --- South African Survey(s) of Student Engagement (SASSE) --- Staff development (also academic development and lecturer development) --- Stakeholder --- Strategies --- Statistical --- Student affairs --- Student behaviour --- Student bodies --- Student data --- Student development --- Student engagement --- Student evaluation --- Student financial aid --- Student involvement --- Student learning --- Student life --- Student needs --- Student outcomes --- Student organisations --- Student perspective --- Student participation --- Student performance --- Student persistence --- Student retention --- Student responses --- Student societies --- Student-staff interaction --- Student success --- Student views --- Student voice --- Success rates --- Subject (course/module) --- Support services --- Support staff --- Supportive campus --- Supportive environment --- Synthesise --- Systemic perspective --- Systemic understanding --- Teaching --- Teaching and learning --- Techniques --- Time --- Time management --- Traditional universities --- Transformation --- Transformative --- Transition --- Tutor --- Tutorials --- Undergraduate research --- Underprepared --- United States --- University Capacity Development Grant (University Capacity Development Programme) --- Universities --- Universities of Technology --- University leaders --- Unrealistic --- Well-being