Factors related to differences in digitally measured student perceptions of teaching quality

Bijlsma, Hannah; Glas, Cornelis A.W.; Visscher, Arend J.

doi:10.1080/09243453.2021.2023584

Cited by 12 publications

(7 citation statements)

References 45 publications

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“…In contrast to previous results indicating that students report the higher supportive classroom climate of more experienced teachers (Bijlsma et al, 2022), we did not find significant relations between student-perceived emotional support and teachers' years of experience. One possible explanation for this might be a non-linear relation between years of teaching experiences and supportive teaching behaviors: A study examining rater-reported teaching quality found that teachers with a moderate amount of teaching experience demonstrated more negative classroom climate behaviors than new and more experienced teachers (Graham et al, 2020).…”

Section: Relations Of Individual Characteristics and Motivational Pro...contrasting

confidence: 99%

“…Thus, we assumed that teachers with high educational knowledge would provide their students with more emotional support. Furthermore, teachers' years of experience seem relevant for supportive classroom climate in mathematics: Recent research results showed that students of more experienced teachers report a particularly high supportive climate in class (Bijlsma et al, 2022)-thus, we assumed more experienced teachers to be more supportive. Results also showed that female teachers report more closeness with students than male teachers (Split et al, 2012).…”

Section: Individual Characteristics and Motivational Processesmentioning

confidence: 97%

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Motivational climate in mathematics classrooms: teacher self-efficacy for student engagement, student- and teacher-reported emotional support and student interest

Hettinger

Lazarides

Schiefele

2022

ZDM Mathematics Education

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Mathematics interest is highly relevant for students’ academical and emotional development in the domain of mathematics. Thus, it appears alarming that students’ mathematics interest decreases during the course of secondary school. Teacher self-efficacy is a central facet of teacher motivation and is assumed to be highly relevant for student mathematics interest. However, there is a paucity of research that investigates the longitudinal and indirect relations through which teacher self-efficacy relates to students’ interest through their teaching behaviors in mathematics classrooms. Therefore, in the present longitudinal study we aim to contribute to research by identifying how teacher self-efficacy for student engagement contributes to students’ mathematics interest in secondary classrooms through student- and teacher-reported support. We used a sample of mathematics teachers (n = 50) and their students (n = 959). Longitudinal data of three measurement waves collected from German ninth grade mathematics classrooms were included in the analysis. Results of latent-manifest multi-level analysis showed that teacher self-efficacy for student engagement at Time 1 (beginning of ninth grade) positively predicted student-perceived, but not teacher-perceived, teacher emotional support at Time 2 (beginning of tenth grade), which in turn positively predicted students’ mathematics interest at Time 3 (middle of tenth grade). A possible implication for mathematics teachers’ educational practice involves strengthening mathematics teachers’ self-efficacy for student engagement by means of direct interventions and in-servive training for mathematics teachers.

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Section: Relations Of Individual Characteristics and Motivational Pro...contrasting

confidence: 99%

Section: Individual Characteristics and Motivational Processesmentioning

confidence: 97%

Motivational climate in mathematics classrooms: teacher self-efficacy for student engagement, student- and teacher-reported emotional support and student interest

Hettinger

Lazarides

Schiefele

2022

ZDM Mathematics Education

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“…Teachers are the most important driving force at the school level for student success (Ashwin, 2022;Bijlsma et al, 2021). Quality teachers are very important in the education system to ensure that the education process runs smoothly as desired (Almutairi and Shraid, 2021;KPM, 2018a).…”

Section: Introductionmentioning

confidence: 99%

The Six Sigma Approach Improves Teacher Instruction Quality Through Quadruple Helix Model Expectations

Sabtu¹,

Matore²,

Maat³

2023

IJARBSS

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The success of Six Sigma in several industries stimulates its potential to be applied in the field of education. The literature shows that there are almost no quality assessment studies in Malaysian education using the Six Sigma approach, and existing studies have only focused on the profit-driven sector. Therefore, this article aims to explain the implementation of the Six Sigma approach to assess the quality of teacher teaching and improve the quality of teaching in the classroom. This is because teacher teaching is still a challenge for the Malaysian Ministry of Education when its effectiveness towards student achievement is often questioned. The ideas in this article also discuss the expectations of the innovation-based Quadruple Helix Model for the application of the Six Sigma approach in order to assess the quality of teacher teaching. Discussion summary are expected to add value to the multiplication of existing knowledge as well as contribute to the production of a new technique and approach to assess the quality of teacher teaching using the Six Sigma approach. In addition, the Quadruple Helix Model is expected to develop ideas in order to improve and ensure that the education system in Malaysia becomes one of the best in the world.

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“…A known risk of surveys is also that the respondents overestimate or underestimate themselves, which might have been the case in chapter 5, where students had to indicate their ability to self-regulate their learning. Nevertheless, recent studies have illustrated how teachers and teaching can benefit from making use of formative student feedback (Rollett et al, 2021a) and how students' ratings can serve as valid measurements of teaching quality (Bijlsma et al, 2022).…”

Section: Reflection On the Research Methodsmentioning

confidence: 99%

“…These concerns are, among others, that students in secondary education might not have fully developed their abstract thinking skills (Roth et al, 2016) and their perceptions might be influenced by both student variables (e.g., ethnicity, student performance; Levy et al, 2003) and teacher variables unrelated to teaching efficacy (e.g., teacher popularity; Fauth et al, 2014). Nevertheless recent studies have illustrated how teachers and teaching can benefit from making use of formative student feedback (Rollett et al, 2021a) and how students' ratings can serve as reliable measurements of teaching quality (Bijlsma et al, 2022). This study shows that students indicated that the use of formative assessment is not fully integrated in their classrooms yet, as was also acknowledged by teachers in a study using the same survey as a self-perception tool (Kippers et al, 2018).…”

Section: Limitations and Implications For Further Researchmentioning

confidence: 99%

Teacher professional development for assessment for learning

Wolterinck-Broekhuis¹

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Many schools aim to implement Assessment for Learning (AfL) to stimulate students to take more ownership of their learning and develop self-regulatory skills. This surveybased study is among the few in the field showing how students experience the extent of implementation of AfL, here in English language and mathematics classes in 12 Dutch secondary schools. Analysis showed no differences between the subjects. Students (N = 685) experienced activities to clarify the learning intentions and success criteria and eliciting evidence on their learning progress regularly (between 50-74% of the lessons). Students hardly ever experienced activities aimed at peer-and self-assessment (less than 25% of the lessons). However, cluster analysis revealed three distinct clusters related to the extent of AfL strategy use students experienced. Overall, we can conclude that AfL is not yet fully integrated into teaching practices. Teachers' skills, knowledge and attitudes required to increase student engagement in AfL practices and strengthen students' self-regulated learning need more attention in future teacher professional development trajectories.

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Factors related to differences in digitally measured student perceptions of teaching quality

Cited by 12 publications

References 45 publications

Motivational climate in mathematics classrooms: teacher self-efficacy for student engagement, student- and teacher-reported emotional support and student interest

Motivational climate in mathematics classrooms: teacher self-efficacy for student engagement, student- and teacher-reported emotional support and student interest

The Six Sigma Approach Improves Teacher Instruction Quality Through Quadruple Helix Model Expectations

Teacher professional development for assessment for learning

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