Don’t blame the teacher? The need to account for classroom characteristics in evaluations of teaching quality.

Fauth, Benjamin; Wagner, Wolfgang; Bertram, Christiane; Göllner, Richard; Roloff, Janina; Lüdtke, Oliver; Polikoff, Morgan S.; Klusmann, Uta; Trautwein, Ulrich

doi:10.1037/edu0000416

Cited by 59 publications

(41 citation statements)

References 69 publications

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“…on a scale from 1 = the instructor did not follow the script at all to 10 = the instructor followed the script almost word-for-word. Discipline problems as an indicator of classroom management (e.g., Fauth et al, 2020) were rated with three items (e.g., "During the lesson, the instructor had to warn students a lot to keep them quiet.") on a scale from 1 = completely disagree to 4 = completely agree.…”

Section: Instrumentsmentioning

confidence: 99%

The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms.

Gaspard¹,

Parrisius²,

Piesch³

et al. 2021

Journal of Educational Psychology

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Relevance interventions have shown a great potential to foster motivation and achievement (Lazowski & Hulleman, 2016). Yet, further research is warranted to test how such interventions can be successfully implemented in practice. We conducted a cluster-randomized trial in ninthgrade mathematics classrooms to test the effectiveness of a relevance intervention, which was shown to be efficacious when implemented by researchers, for fostering motivation and achievement under real-world conditions. The 78 participating classrooms (N = 1,744 students)were randomly assigned to one of two intervention conditions or a waitlist control condition. The intervention was implemented by master's students or the regular math teachers. Intervention effects were evaluated using self-reports, teacher ratings, and achievement tests 4 weeks and 3 months after the intervention, controlling for the initial levels of the outcomes. Compared with the control condition, both intervention conditions showed similar positive effects on utility value. Unexpectedly, students in both intervention conditions also reported higher perceived cost compared with students in the control condition after the intervention. When implemented by master's students, additional intervention effects on students' growth mindsets and a standardized achievement test could be observed. Only small differences in effectiveness were observed between the intervention conditions, although master's students showed a higher level of adherence. In both intervention conditions, higher levels of adherence and lower levels of discipline problems were associated with more positive changes in utility value. Overall, the intervention thus showed mixed effects. Future research should therefore continue to examine the conditions under which relevance interventions work in practice.

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Section: Instrumentsmentioning

confidence: 99%

The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms.

Gaspard¹,

Parrisius²,

Piesch³

et al. 2021

Journal of Educational Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…gender). It is likely that teaching quality related not only to teachers' uptake of PD activities but is also to other aspects such as teacher competence and student characteristics (Baumert et al, 2010;Fauth et al, 2019;Fauth et al, 2020). For this reason, follow-up studies could focus on mediating relationships between teacher participation in PD, teacher skills, and instructional quality.…”

Section: Discussionmentioning

confidence: 99%

Who Participates in Content-Focused Teacher Professional Development? Evidence From a Large Scale Study

Richter¹,

Kunter²,

Marx³

et al. 2021

Front. Educ.

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This study investigates the relationship between teacher quality and teachers’ engagement in professional development (PD) activities using data on 229 German secondary school mathematics teachers. We assessed different aspects of teacher quality (e.g. professional knowledge, instructional quality) using a variety of measures, including standardised tests of teachers’ content knowledge, to determine what characteristics are associated with high participation in PD. The results show that teachers with higher scores for teacher quality variables take part in more content-focused PD than teachers with lower scores for these variables. This suggests that teacher learning may be subject to a Matthew effect, whereby more proficient teachers benefit more from PD than less proficient teachers.

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“…For this purpose, questionnaires are often used, which include items to be rated or open-ended questions. Student perceptions as well as their teaching quality ratings might be influenced by student and class characteristics (Bijlsma et al, 2019;Fauth et al, 2020;Levy et al, 1992).…”

Section: Student Feedback In Schoolsmentioning

confidence: 99%

The Process Model of Student Feedback on Teaching (SFT): A Theoretical Framework and Introductory Remarks

Röhl

Bijlsma

Rollett

2021

Student Feedback on Teaching in Schools

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Student feedback on teaching in schools, conceptualized as information on student perceptions of teaching, is described by many scholars as an effective instrument for the developmental use of teachers and teaching. Beyond that, various studies show that the productive use of this method is a very complex process in which a variety of aspects must be considered. As an introduction to this volume, this chapter presents a model based on findings from different research areas of feedback and school research, called Process Model of Student Feedback on Teaching (SFT). This model follows the steps of the student feedback process, starting with student perceptions of teaching, which must be professionally collected or measured. Subsequently, the teacher perceives and interprets this feedback information, which is linked to cognitive and affective reactions and processes. This can lead to an enhancement of teachers’ knowledge about their own teaching and to the initiation of improvement-oriented actions, finally resulting in improved teaching and development of the teachers’ professional competence. Thereby, characteristics of the organization, the students, and classes as well as the teachers need to be considered. This model serves as a framework for the subsequent overview of the contributions in this volume.

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Don’t blame the teacher? The need to account for classroom characteristics in evaluations of teaching quality.

Cited by 59 publications

References 69 publications

The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms.

The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms.

Who Participates in Content-Focused Teacher Professional Development? Evidence From a Large Scale Study

The Process Model of Student Feedback on Teaching (SFT): A Theoretical Framework and Introductory Remarks

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