Luke Mandouit
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Interests
Luke Mandouit has a total of 7 co-authors. Here are the top co-authors by number of shared publications:
- Daniela Acquaro
Faculty of Education, The University of Melbourne, Parkville 3010, Australia
1 shared publication - Emily Marlow
North Melbourne Primary School
1 shared publication - Erin Favero
Suzanne Cory High School
1 shared publication - Eve Wilson
North Melbourne Primary School
1 shared publication John Hattie
1 shared publication- Josephine Lang
Melbourne Professional Education and Faculty of Education, The University of Melbourne, Victoria, Australia
1 shared publication
Latest Publications
- Top Cited Papers
- 5 December 2022
- Published by Elsevier in Learning and Instruction
- Vol. 84
Revisiting “The Power of Feedback” from the perspective of the learner
- 5 December 2022
- Published by Elsevier in Learning and Instruction
- Vol. 84
Top Cited PapersRevisiting “The Power of Feedback” from the perspective of the learner
- 31 October 2022
- Published by Springer Nature
- p. 109-128
Value of Mentor Professional Learning Through a Digital Micro-Credential in a School-University Partnership
- 31 October 2022
- Published by Springer Nature
- p. 109-128
Value of Mentor Professional Learning Through a Digital Micro-Credential in a School-University Partnership
- 20 January 2018
- Published by Taylor & Francis in Educational Action Research
- Vol. 26 (5) , 755-769
Using student feedback to improve teaching
Gathering student feedback on teaching practice is commonly used in educational settings as an improvement tool and performance measure. Typically this feedback is collected using rating style surveys when a subject concludes; however, whether this practice improves the quality of teaching requires further research. This study was designed using an action research methodology to investigate the impact of student feedback on teacher practices in a secondary setting. Specifically, the efficacy of an ongoing, collaborative feedback model in which teachers collected student feedback regularly, were guided in reflecting on the data, and were supported through professional development to improve their practices was explored. Results supported student feedback as a valuable improvement tool, and powerful stimulus for teacher reflection. Student feedback informed teachers on the effectiveness of their practice and identified areas for future professional learning. Additionally, it opened up a dialogue around teaching and learning in the classroom, and gave the teachers insights into the unique challenges experienced by their students.
- 20 January 2018
- Published by Taylor & Francis in Educational Action Research
- Vol. 26 (5) , 755-769
Using student feedback to improve teaching
Gathering student feedback on teaching practice is commonly used in educational settings as an improvement tool and performance measure. Typically this feedback is collected using rating style surveys when a subject concludes; however, whether this practice improves the quality of teaching requires further research. This study was designed using an action research methodology to investigate the impact of student feedback on teacher practices in a secondary setting. Specifically, the efficacy of an ongoing, collaborative feedback model in which teachers collected student feedback regularly, were guided in reflecting on the data, and were supported through professional development to improve their practices was explored. Results supported student feedback as a valuable improvement tool, and powerful stimulus for teacher reflection. Student feedback informed teachers on the effectiveness of their practice and identified areas for future professional learning. Additionally, it opened up a dialogue around teaching and learning in the classroom, and gave the teachers insights into the unique challenges experienced by their students.