Examining Teacher Education Students' Feelings of Belongingness Using a Peer Feedback Writing Intervention

• In Event: Marriott Roundtable Session 2
  In Roundtable Session: Belonginess on Campus

Abstract

The study reported used a Community of Practice (CoP) framework to implement a content-
based peer feedback intervention. The goal of this work was to investigate the contribution of the peer feedback intervention influence on teacher education students’ feelings of belongingness, as measured in a pre/post test design by the Classroom Community Survey (Rovai, 2002); twelve classes received the peer feedback intervention and twelve classes received a business as usual revision workshop. A two-way repeated measures ANOVA was run to determine the effects of the peer feedback intervention over time. Students’ feelings of belongingness were significantly higher for the treatment group after the intervention, whereas there was no significant change in the control group.

Authors

• Jennifer Gilken, The City University of New York

• Helen L. Johnson, City University of New York