Unravelling the challenges of the data-based approach to teaching improvement

Helms-Lorenz, Michelle; Visscher, Arend J.

doi:10.1080/09243453.2021.1946568

Cited by 6 publications

(2 citation statements)

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“…Teaching quality can be conceptualized in many different ways ( Helms-Lorenz and Visscher, 2021 ). Scheerens (2016) postulated a distinction between the pro-active (the preparation activities and prerequisites involved before a lesson is executed), interactive [the (in)visible interactions during the lesson], and retro-active (the evaluation of the conducted lesson and of student learning after the execution of the lesson) aspects of teaching.…”

Section: Introductionmentioning

confidence: 99%

“… Scheerens (2016) postulated a distinction between the pro-active (the preparation activities and prerequisites involved before a lesson is executed), interactive [the (in)visible interactions during the lesson], and retro-active (the evaluation of the conducted lesson and of student learning after the execution of the lesson) aspects of teaching. Although manifest teaching behavior in the classroom is viewed as a proxy of teaching quality reflecting the three aspects of teaching ( Helms-Lorenz and Visscher, 2021 ), student perceptions of teaching quality address the classroom teaching behavior during the lesson because student perceptions are linked with teachers’ act in the classroom. Various frameworks have been developed to study classroom teaching behavior and its relation to students’ school-related outcomes ( Creemers, 1994 ; Scheerens et al, 2007 ; van de Grift, 2007 ; Creemers and Kyriakides, 2008 ; Pianta et al, 2008 ; Hattie, 2009 ; Pianta and Hamre, 2009 ; Sammons and Bakkum, 2011 ; Danielson, 2013 ).…”

Section: Introductionmentioning

confidence: 99%

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A Conceptual Framework for Understanding Variability in Student Perceptions

et al. 2021

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Student perceptions using surveys are frequently used to measure student perceptions of teachers’ teaching quality in secondary and higher education. Research shows that the variance in student perceptions exists within a class and between countries. However, the influence of individual- and cultural-level factors on the variance of student perceptions is less well studied. More insights are needed to understand the mechanisms underlying the variance in student perceptions in-depth. Insights into determinants of student perceptions of teaching quality could become valuable toward understanding school-related outcomes. A conceptual framework is put forward in this study to enhance our understanding of manifestations of student perceptions of teaching quality. It is suggested that value orientations at the individual- and cultural-level as well as social desirability may play a role in understanding student perceptions of teaching quality. Understanding students’ individual and collective perceptions of teaching quality can contribute to teachers’ sense-making of their student evaluations. It is argued that this understanding could contribute to enhancing the development of teaching quality and ultimately education quality.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Conceptual Framework for Understanding Variability in Student Perceptions

et al. 2021

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Exploring How Teachers’ Personal Characteristics, Teaching Behaviors and Contextual Factors Are Related to Differentiated Instruction in the Classroom: A Cross-National Perspective

Smale-Jacobse,

Moorer,

Maulana

et al. 2023

Effective Teaching Around the World

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Internationally, differentiated instruction (DI) is suggested as a teaching approach that can help teachers to meet the varying learning needs of students in the classroom. However, not all teachers reach a high level of implementation. Personal characteristics of the teacher as well as teaching quality may affect the degree and quality of DI. In addition, several classroom-, school-, and country characteristics may affect DI practices. In this chapter, literature is reviewed about personal factors, teaching characteristics and contextual factors influencing DI. Findings from the literature are connected to analyses of classroom observation-data collected in six countries including Indonesia, the Netherlands, Mongolia, Pakistan, South Korea and Spain. The chapter aims to contribute to insights into factors related to DI and into differences in these associations between the six countries. This chapter concludes by discussing scientific and practical implications.

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