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Titel
Student ratings of teaching quality in primary school. Dimensions and prediction of student outcomes
Autoren
OriginalveröffentlichungLearning and instruction (2014) 29, S. 1-9 ZDB
Dokument  (433 KB) (formal und inhaltlich überarbeitete Version)
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Schlagwörter (Deutsch)
Teildisziplin
DokumentartAufsatz (Zeitschrift)
ISSN0959-4752; 09594752
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):The contribution examines theoretical foundations, factorial structure, and predictive power of student ratings of teaching quality. Three basic dimensions of teaching quality have previously been described: classroom management, cognitive activation, and supportive climate. However, student ratings, especially those provided by primary school students, have been criticised for being biased by factors such as teacher popularity. The present study examines ratings of teaching quality and science learning among third graders. Results of multilevel confirmatory factor analyses (N = 1556 students, 89 classes) indicate that the three-dimensional model of teaching quality can be replicated in ratings of third graders. In a longitudinal study (N = 1070 students, 54 classes), we found ratings of classroom management to predict student achievement, and ratings of cognitive activation and supportive climate to predict students' development of subject-related interest after teacher popularity is controlled for. The analyses show that student ratings can be useful measures of teaching quality in primary school.
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Eintrag erfolgte am06.03.2020
QuellenangabeFauth, Benjamin; Decristan, Jasmin; Rieser, Svenja; Klieme, Eckhard; Büttner, Gerhard: Student ratings of teaching quality in primary school. Dimensions and prediction of student outcomes - In: Learning and instruction (2014) 29, S. 1-9 - URN: urn:nbn:de:0111-pedocs-181355 - DOI: 10.25656/01:18135; 10.1016/j.learninstruc.2013.07.001
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