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Conceptualising teaching quality into six domains for the study
Bell, Courtney A.; Klieme, Eckhard; Praetorius, Anna-Katharina
Book Chapter
| Aus: OECD (Hrsg.): Global teaching insights technical report | Paris: OECD Publishing | 2021
42206 Endnote
Author(s):
Bell, Courtney A.; Klieme, Eckhard; Praetorius, Anna-Katharina
Title:
Conceptualising teaching quality into six domains for the study
In:
OECD (Hrsg.): Global teaching insights technical report, Paris: OECD Publishing, 2021 , S. 1-24
URL:
https://www.oecd.org/education/school/GTI-TechReport-Chapter2.pdf
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Unterricht; Qualität; Definition; Konzeptualisierung; Systematic Review; Internationaler Vergleich; Interkultureller Vergleich; Chile; China; Deutschland; Großbritannien; Japan; Kolumbien; Madrid; Mexiko; Schanghai; Spanien
Abstract:
Der Beitrag beschreibt die theoretischen Grundlagen der Erfassung von Unterrichtsqualität in der TALIS-Videostudie. (DIPF/Autor)
Abstract (english):
The chapter describes the theoretical foundations of measuring teaching quality in the TALIS Video Study. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Curriculum mapping
Klieme, Eckhard
Book Chapter
| Aus: OECD (Hrsg.): Global teaching insights technical report | Paris: OECD Publishing | 2021
42207 Endnote
Author(s):
Klieme, Eckhard
Title:
Curriculum mapping
In:
OECD (Hrsg.): Global teaching insights technical report, Paris: OECD Publishing, 2021 , S. 1-11
URL:
https://www.oecd.org/education/school/GTI-TechReport-Chapter3.pdf
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Mathematikunterricht; Quadratische Gleichung; Curriculum; Analyse; Curriculumvergleich; Vergleich; Interkultureller Vergleich; Chile; China; Deutschland; Großbritannien; Japan; Kolumbien; Madrid; Mexiko; Schanghai; Spanien
Abstract:
Der Beitrag beschreibt die international vergleichende Curriculumanalyse, die zur Festlegung der Unterrichtseinheit "Quadratische Gleichungen" als Fokus der TALIS Video Studie geführt hat. (DIPF/Autor)
Abstract (english):
The chapter describes the cross-national curriculum analysis which lead to the definition of "Quadratic Equations" as the focal unit covered in the TALIS Video Study. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Classroom management
Bell, Courtney A.; Castellano, Katherine E.; Klieme, Eckhard
Book Chapter
| Aus: OECD (Hrsg.): Global teaching InSights: A video study of teaching | Paris: OECD Publishing | 2020
40890 Endnote
Author(s):
Bell, Courtney A.; Castellano, Katherine E.; Klieme, Eckhard
Title:
Classroom management
In:
OECD (Hrsg.): Global teaching InSights: A video study of teaching, Paris: OECD Publishing, 2020 , S. 48-80
DOI:
10.1787/20d6f36b-en
URL:
https://www.oecd-ilibrary.org/education/global-teaching-insights_69dc3efb-en
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Internationaler Vergleich; Japan; Mexiko; Kolumbien; Chile; Deutschland; Spanien; Madrid; China; Schanghai; England; OECD-Staaten; Klassenmanagement; Qualität; Unterrichtsbeobachtung; Mathematikunterricht; Unterrichtszeit; Ablenkung; Unterrichtsstörung; Konfliktmanagement; Routine; Überwachung; Frontalunterricht; Unterrichtsform; Lehrer; Schüler; Wahrnehmung; Befragung
Abstract:
Strong classroom management allows teachers and students to be focused on learning and use time efficiently. This chapter describes the quality of observed classroom management practices as well as how classroom activities were structured and where in the lesson instructional time was lost. It also describes teachers' and students' perceptions of classroom management practices.
DIPF-Departments:
Bildungsqualität und Evaluation
Social-emotional support
Bell, Courtney A.; Klieme, Eckhard; Castellano, Katherine E.
Book Chapter
| Aus: OECD (Hrsg.): Global teaching InSights: A video study of teaching | Paris: OECD Publishing | 2020
40891 Endnote
Author(s):
Bell, Courtney A.; Klieme, Eckhard; Castellano, Katherine E.
Title:
Social-emotional support
In:
OECD (Hrsg.): Global teaching InSights: A video study of teaching, Paris: OECD Publishing, 2020 , S. 81-113
DOI:
10.1787/20d6f36b-en
URL:
https://www.oecd-ilibrary.org/education/global-teaching-insights_afaecf38-en
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutschland; Japan; Spanien; Mexiko; China; Schanghai; Unterrichtsklima; Soziales Klima; Sozio-emotionaler Faktor; Schüler; Lehrer; Unterstützung; Qualität; Kognitive Leistung; Lernerfolg; Soziale Interaktion; Respekt; Schüler-Lehrer-Beziehung; Wahrnehmung; Internationaler Vergleich; Chile; Kolumbien; England
Abstract:
Teaching practices that provide social-emotional support create classroom environments in which students can learn and develop. This chapter describes the quality of social-emotional support practices observed in lessons as well as teachers' and students' perceptions of that support.
DIPF-Departments:
Bildungsqualität und Evaluation
Opportunities to learn
Klieme, Eckhard; Schweig, Jonathan
Book Chapter
| Aus: OECD (Hrsg.): Global teaching InSights: A video study of teaching | Paris: OECD Publishing | 2020
40896 Endnote
Author(s):
Klieme, Eckhard; Schweig, Jonathan
Title:
Opportunities to learn
In:
OECD (Hrsg.): Global teaching InSights: A video study of teaching, Paris: OECD Publishing, 2020 , S. 246-265
DOI:
10.1787/20d6f36b-en
URL:
https://www.oecd-ilibrary.org/education/global-teaching-insights_d901af62-en
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutschland; Japan; Spanien; Mexiko; China; Schanghai; Mathematikunterricht; Quadratische Gleichung; Curriculum; Bildungsziel; Mathematische Bildung; Unterrichtszeit; Aufgabenlösung; Methode; Lehrer; Lernangebot; Lehrmethode; Schüler; Wahrnehmung; Qualität; Internationaler Vergleich; Chile; Kolumbien; England
Abstract:
This chapter documents what the Study defined to be a "quadratic equations unit" and the degree to which that unit was implemented in similar ways across countries/economies. Variations in intended length and content are highlighted and, using teaching materials and teacher and student reports, variations in approaches to teaching the focal unit are described. Together, they shed light on what and how different types of opportunities to learn manifested in classrooms.
DIPF-Departments:
Bildungsqualität und Evaluation
Understanding and measuring mathematics teaching practice
Opfer, V. Darleen; Bell, Courtney A.; Klieme, Eckhard; McCaffrey, Daniel F.; Schweig, Jonathan; […]
Book Chapter
| Aus: OECD (Hrsg.): Global teaching InSights: A video study of teaching | Paris: OECD Publishing | 2020
40897 Endnote
Author(s):
Opfer, V. Darleen; Bell, Courtney A.; Klieme, Eckhard; McCaffrey, Daniel F.; Schweig, Jonathan; Stecher, Brian M.
Title:
Understanding and measuring mathematics teaching practice
In:
OECD (Hrsg.): Global teaching InSights: A video study of teaching, Paris: OECD Publishing, 2020 , S. 33-47
DOI:
10.1787/98e0105a-en
URL:
https://www.oecd-ilibrary.org/education/global-teaching-insights_98e0105a-en
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Unterrichtsforschung; Datenerhebung; Videoaufzeichnung; Mathematikunterricht; Unterrichtspraxis; Methodologie; Konzeptualisierung; Stichprobe; Internationaler Vergleich; Chile; China; Schanghai; Kolumbien; England; Deutschland; Mexiko; Spanien; Japan
Abstract:
The Study has unique aspects that differentiate it from other international studies of teaching. This chapter describes the aspects of teaching that were measured in the Study, how the samples of teachers and classrooms were obtained in each country or economy, and how the Study was fielded. The chapter concludes with a discussion of the limitations of the Study that should be taken into account when considering the Study's results and implications.
DIPF-Departments:
Bildungsqualität und Evaluation
The impact of linguistic similarity on cross-cultural comparability of students' perceptions of […]
Fischer, Jessica; Praetorius, Anna-Katharina; Klieme, Eckhard
Journal Article
| In: Educational Assessment, Evaluation and Accountability | 2019
39120 Endnote
Author(s):
Fischer, Jessica; Praetorius, Anna-Katharina; Klieme, Eckhard
Title:
The impact of linguistic similarity on cross-cultural comparability of students' perceptions of teaching quality
In:
Educational Assessment, Evaluation and Accountability, 31 (2019) 2, S. 201-220
DOI:
10.1007/s11092-019-09295-7
URN:
urn:nbn:de:0111-pedocs-190654
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-190654
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
PISA <Programme for International Student Assessment>; Unterricht; Qualität; Messung; Schüler; Wahrnehmung; Daten; Interkultureller Vergleich; Klassenführung; Kognitives Lernen; Sprache; Einflussfaktor; Messverfahren; Kulturdifferenz; Sprachproblem; Frage; Antwort; Testauswertung; Validität; Reliabilität; Vergleichende Bildungsforschung; Macau; Schanghai; Taipei; England; Schottland; Irland; Frankreich; Belgien; Schweiz; Österreich; Deutschland; Mexiko; Kolumbien
Abstract (english):
Valid cross-country comparisons of student learning and pivotal factors contributing to it, such as teaching quality, offer the possibility to learn from outstandingly effective educational systems across the world and to improve learning in classrooms by providing policy relevant information. Yet, it often remains unclear whether the instruments used in international large-scale assessments work similarly across different cultural and linguistic groups, and thus can be used for comparing them. Using PISA 2012 data, we investigated data comparability of three teaching quality dimensions, namely student support, classroom management, and cognitive activation using a newly developed psychometric approach, namely alignment. Focusing on 15 countries, grouped into five linguistic clusters, we secondly assessed the impact of linguistic similarity on data comparability. Main findings include that (1) comparability of teaching quality measures is limited when comparing linguistically diverse countries; (2) the level of comparability varies across dimensions; (3) linguistic similarity considerably enhances the degree of comparability, except across the Chinese-speaking countries. Our study illustrates new and more flexible possibilities to test for data comparability and outlines the importance to consider cultural and linguistic differences when comparing teaching-related measures across groups. We discuss possible sources of lacking data comparability and implications for comparative educational research. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
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