Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modeling

Lüdtke, Oliver; Robitzsch, Alexander; Trautwein, Ulrich; Kunter, Mareike

doi:10.1016/j.cedpsych.2008.12.001

Cited by 412 publications

(344 citation statements)

References 52 publications

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“…For sample A, the ICC at the octant level ranged from 0.13 to 0.31, indicating that the questionnaire could distinguish rather well between teachers. Besides the ICC, which refers to the average correlation between individual students' ratings of the same teacher, the ICC2 was also calculated, providing an estimate of the reliability of class-mean ratings (Lüdtke et al 2009). The ICC2 indicated that the classroom aggregates of the scales were rather reliable (values greater than 0.70 indicate sufficient reliability, Lüdtke et al 2009), ranging from 0.79 to 0.92 for an average class size of n = 25, and between 0.74 and 0.82 for n = 10 except for the 4-Compliant scale (0.60).…”

Section: Resultsmentioning

confidence: 99%

Development and evaluation of a Chinese version of the Questionnaire on Teacher Interaction (QTI)

Sun

Mainhard

Wubbels

2017

Learning Environ Res

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Teacher-student interpersonal relationships play an important role in education. The Questionnaire on Teacher Interaction (QTI) was designed to measure students' interpersonal perceptions of their teachers. There are two Chinese versions of the QTI for student use, and that inherited the weaknesses of the previous English versions, such as items that focus on class behaviour, instead of teacher behaviour, or that include conditionals and negations. The present study aimed to develop an improved Chinese version of the QTI which is conceptually parallel with the original QTI and with the use of optimal item wording. The process contained several steps, including expert panels and student and teacher interviews. New items were also created based on the Chinese secondary classroom context, rather than only using translations of English items. The final version of the Chinese version of the QTI presented in this paper was evaluated with a sample of 2000 students from 4 secondary schools in mainland China who rated a total of 80 teachers. The resulting version of the Chinese QTI had adequate validity and reliability, and it distinguished clearly between teachers. The predictive validity was supported by the relation between the students' perceptions of their teachers and their academic emotions in class. Although further improvement of the instrument is recommended, it can be used to study interpersonal teacher behaviour in China and to help to improve Chinese teachers' teaching practices.

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Section: Resultsmentioning

confidence: 99%

Development and evaluation of a Chinese version of the Questionnaire on Teacher Interaction (QTI)

Sun

Mainhard

Wubbels

2017

Learning Environ Res

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“…Students have encountered a variety of teachers and teaching practices and asking them to rate these is economically applicable in the classroom (Clausen, 2002;De Jong & Westerhof 2001). It has been argued that aggregated student ratings constitute a shared (and more objective) perception of teaching practices rather than representing individual perceptions (Kunter et al, 2007;Lüdtke, Robitzsch, Trautwein, & Kunter, 2009;Lüdtke, Trautwein, Kunter, & Baumert, 2006). In terms of construct validity, Wagner, Göllner, Helmke, Trautwein, and Lüdtke (2013) showed that students are able to differentiate between theoretical criteria of instructional quality and describe their teachers' teaching practices in this respect.…”

Section: Assessing Representational Practices In Science Class Througmentioning

confidence: 99%

“…Individual student variables were introduced as predictors at level 1 and aggregated variables (mean class scores) at level 2. All predictors were standardized to a common metric (z-scores) and individual student variables were centered at the group mean as recommended by Lüdtke et al (2009). Within-class and between-class effects on students' outcome could thus be clearly disentangled.…”

Section: Statistical Analysesmentioning

confidence: 99%

Do student perceptions of teaching predict the development of representational competence and biological knowledge?

Nitz

Ainsworth

Nerdel

et al. 2014

Learning and Instruction

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Dealing with representations is a crucial skill for students and such representational competence is essential for learning science. This study analysed the relationship between representational competence and content knowledge, student perceptions of teaching practices concerning the use of different representations, and their impact on students' outcome over a teaching unit.Participants were 931 students in 51 secondary school classes. Representational competence and content knowledge were interactively related. Representational aspects were only moderately included in teaching and students did not develop rich representational competence although content knowledge increased significantly. Multilevel regression showed that student perceptions of interpreting and constructing visual-graphical representations and active social construction of knowledge predicted students' outcome at class level, whereas the individually perceived amount of terms and use of symbolic representations influenced the students' achievement at individual level. Methodological and practical implications of these findings are discussed in relation to the development of representational competence in classrooms.

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“…However, it highly depends on the aims of research as to which conceptualization of instructional quality is most appropriate. Lütdke et al [31] point out that assessing characteristics of learning environments with data aggregated at the group level focuses on differences between learning environments, while assessing students' personal perceptions focuses on differences between students. Concerning motivational learning outcomes, it is unclear which conceptualization is most appropriate.…”

Section: Characteristics Of Instructional Quality Mathematics Self-comentioning

confidence: 99%

“…Instructional quality and attitudinal and affective variables were assessed using student self-report scales. Compared to objective descriptions of instructional quality, student ratings offers a range of conceptual advantages such as a high reliability due to students' extensive experiences with different teachers and experiences with the same teacher in different domains [31]. However, in particular, students' subjective perceptions of their learning environment were shown to be highly predictive for motivational learning outcomes [30].…”

Section: Characteristics Of Instructional Quality Mathematics Self-comentioning

confidence: 99%

Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

Lazarides

Ittel

2012

Child Development Research

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Using a person-centered research approach, the present study explored individual differences in students' perceptions of instructional quality in secondary school mathematics classes and their relations to students' self-concept and interest in mathematics. Drawing on data collected from 425 high school students from ten schools in Berlin, Germany (male: 53.2%; female: 46.3%), latent class analyses (LCA) revealed four distinct patterns of perceived quality of instruction. Almost half of the sample (46%) had a high likelihood of perceiving an overall low quality in mathematics classes. Those students reported particular low self-concept and interest in mathematics. Compared to male students, female students were significantly more likely to belong to this "challenging pattern." Consequences for educational practice are discussed and suggest that instruction in mathematics should take into account learners' highly individual ways of perceiving and evaluating their learning environment.

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Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modeling

Cited by 412 publications

References 52 publications

Development and evaluation of a Chinese version of the Questionnaire on Teacher Interaction (QTI)

Development and evaluation of a Chinese version of the Questionnaire on Teacher Interaction (QTI)

Do student perceptions of teaching predict the development of representational competence and biological knowledge?

Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

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