The stability of student ratings of teacher instructional practice: examining the one-year stability of the 7Cs composite

Rowley, Jacob F. S.; Phillips, Sarah Fierberg; Ferguson, Ronald F.

doi:10.1080/09243453.2019.1620293

Cited by 6 publications

(7 citation statements)

References 12 publications

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“…This was further confirmed by exploratory factor analysis for large samples from English and mathematics classes (N>7,000), which supported a two-dimensional structure with control as one dimension and the other 6 Tripod factors making up a second dimensions of academic support (Kuhfeld 2017). Composite measures from the 7 Cs survey were shown by Rowley, Phillips, and Ferguson (2019) to be more stable than value-added or observational measures of classroom emotional climate across multiple grade levels.…”

Section: Past Validations Of 7 Cs Instrumentmentioning

confidence: 58%

Assessing Classroom Emotional Climate in STEM classrooms: developing and validating a questionnaire

Fraser

McLure

Koul

2020

Learning Environ Res

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In an attempt to engage more students in Science, Technology, Engineering and Mathematics (STEM) subjects, schools are encouraged by STEM educators and professionals to introduce students to STEM through projects which integrate skills from each of the STEM disciplines.Because little is known about the learning environment of STEM classrooms, we developed and validated a Classroom Emotional Climate (CEC) questionnaire. Initially, the questionnaire was pilot tested with six focus groups of students from three schools to obtain feedback to incorporate into a revision of the CEC. Next, the modified CEC questionnaire was administered to 698 students participating in STEM activities in 57 classes in 20 schools.Exploratory factor analysis (principal component analysis) led to reduction of the CEC to 41 items in seven dimensions: Consolidation, Collaboration, Control, Motivation, Care, Challenge and Clarity. The structure of the CEC was then further explored using confirmatory factor analysis. Internal consistency reliability, concurrent validity (ability to differentiate between classrooms), discriminant validity (scale intercorrelations) and predictive validity (associated with student attitudes) were satisfactory. Finally, Rasch analysis of data for each dimension revealed good model fit and unidimensionality of the items describing each latent variable.

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Section: Past Validations Of 7 Cs Instrumentmentioning

confidence: 58%

Assessing Classroom Emotional Climate in STEM classrooms: developing and validating a questionnaire

Fraser

McLure

Koul

2020

Learning Environ Res

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“…Obwohl Curby et al (2011) die Möglichkeit von idiopathischen Schwankungen, also Schwankungen ohne erkennbare Gründe, von Unterrichtsqualitätsmerkmalen ebenfalls für plausibel halten (z. B. messfehlerbedingte Schwankungen, Rowley et al, 2019), gehen sie davon aus, dass Unterricht (im Zeitverlauf) in Abhängigkeit von systematischen Veränderungen der Umweltfaktoren, welche Veränderungen im Verhalten der Lehrkräfte zugrunde liegen, variiert (Curby et al, 2011). Die Autor*innen vermuten vier potenzielle Ressourcen, die systematisch zur Vorhersage der Variation der Unterrichtsqualität beitragen könnten: Tageszeit, Unterrichtsfach und Unterrichtsaktivität, Team-Teaching (Lehrer*innen-Schüler*innen-Ratio innerhalb der Klasse) und die Klassengröße.…”

Section: Theoretische Annahmen Zur Veränderung Von Unterrichtsqualitä...unclassified

“…B. Brekelmans et al, 1992;Curby et al, 2011;Desimone et al, 2016;Rowley et al, 2019) darauf hinweisen, dass die Basisdimensionen über die Zeit relativ stabil sind, beobachten andere Forscher*innen eine erhebliche Variabilität (z. B.…”

Section: Forschungsstand Zur Veränderung Von Unterrichtsqualitätunclassified

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10 Jahre Regelschule – die (Neue) Mittelschule

2024

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Dieser Sammelband bietet eine tiefgreifende Analyse der Reform der Neuen Mittelschule (NMS) in Österreich. Zehn Jahre nach ihrer Einführung als Regelschule werden die Entwicklungen, Herausforderungen und Errungenschaften dieser Reform reflektiert. Der Band leistet einen wichtigen Beitrag, bestehende Forschungslücken zu schließen bzw. auf aktuelle Desiderate hinzuweisen. Von der Entstehungsgeschichte über die konkrete Bearbeitung und Rezeption zentraler Reformbausteine bis hin zu Fragen der Inklusion und Schulqualität werden verschiedene Aspekte beleuchtet. Diese vielschichtige Analyse liefert wichtige Impulse für die weitere Entwicklung des österreichischen Bildungssystems und bietet die Möglichkeit, tiefere Einblicke in eine systemweite Reformausrollung zu erhalten.

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“…However, many studies report quite high consistency of student ratings on teaching quality over time (e.g. Polikoff, 2015;Rowley et al, 2019). In addition, the calculation of the correlation between teachers' pre-and post-measures using available data from two studies (Bartel, 1970;Ditton & Arnold, 2004) results in values of r > 0.73.…”

Section: Effect Size Calculation and Analysismentioning

confidence: 99%

Effects of Student Feedback on Teaching and Classes: An Overview and Meta-Analysis of Intervention Studies

Röhl

2021

Student Feedback on Teaching in Schools

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Based on a comprehensive literature review of student feedback intervention studies in schools, this chapter provides an overview of found effects on teachers and teaching. The first part summarizes the self-reported cognitive, affective, and motivational effects of student feedback on teachers, which can subsequently lead to behavioral changes in the classroom. In the second part, the focus is on the extent to which these behavioral changes are perceived by students. For the first time, a meta-analysis of changes in students’ perceptions of teaching was carried out for the 18 existing longitudinal studies for this purpose. A small but significant positive weighted mean effect size of d=0.21 for students’ perceived improvement of teaching quality was found, while more in-depth analyses pointed to a beneficial effect of individual support measures for teachers regarding reflection and subsequent development of teaching. Implications for further research and practical implementation of student feedback in schools are discussed.

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The stability of student ratings of teacher instructional practice: examining the one-year stability of the 7Cs composite

Cited by 6 publications

References 12 publications

Assessing Classroom Emotional Climate in STEM classrooms: developing and validating a questionnaire

Assessing Classroom Emotional Climate in STEM classrooms: developing and validating a questionnaire

10 Jahre Regelschule – die (Neue) Mittelschule

Effects of Student Feedback on Teaching and Classes: An Overview and Meta-Analysis of Intervention Studies

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