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Abstract
The impact and feasibility of using student perceptions of the classroom teaching environment as an instructional feedback tool were explored. Thirty-one teachers serving 797 middle school students collected data twice across 3 weeks using the Responsive Environmental Assessment for Classroom Teaching (REACT). Researchers randomly assigned half of the teachers to receive student feedback following the first data collection. Student responses in the classrooms of teachers who received feedback were more positive in the second round of data collection compared with the teachers who did not receive feedback. Students’ initial REACT scores, gender, and self-reported trouble in class were also significant predictors of REACT scores at the second data collection. Finally, teachers reported the REACT to be feasible for use in practice.
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