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Revisiting the Three Basic Dimensions model. A critical empirical investigation of the indirect […] Alp Christ, Aysenur; Capon-Sieber, Vanda; Köhler, Carmen; Klieme, Eckhard; […] Zeitschriftenbeitrag | In: Frontline Learning Research | 2024 44802 Endnote: Autor*innen: Alp Christ, Aysenur; Capon-Sieber, Vanda; Köhler, Carmen; Klieme, Eckhard; Praetorius, Anna-Katharina
Titel: Revisiting the Three Basic Dimensions model. A critical empirical investigation of the indirect effects between perceived teaching quality and student outcomes
In: Frontline Learning Research, 12 (2024) 1, S. 66-123
DOI: 10.14786/flr.v12i1.1349
URL: https://journals.sfu.ca/flr/index.php/journal/article/view/1349
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: The Three Basic Dimensions model, theorizes three mediators for the effect of teaching quality dimensions on student outcomes. However, the proposed mediating paths and their effects have largely not been empirically tested. This study investigated the mediating role of depth-of-processing, time-on-task, and need satisfaction between student-perceived teaching quality and student mathematics achievement and interest, expanding the TBD model to include mediation paths suggested by theories of motivation, cognition, and effort. Data from the TALIS Video Study for Germany, comprising 958 secondary school students in 41 classrooms, were used to run multilevel longitudinal and correlational mediation analyses. The results only found mediation effects at the student level; there were no mediating effects at the classroom level. Not all of the hypothesized relationships thought to exist between the mediators and achievement and interest outcomes were confirmed. The conceptual sequence of the variables, the choice of correlational vs. longitudinal evidence, and the level of analysis were all shown to have an impact on the results. The study thus confirms some of the assumptions of the TBD model, identifies new paths between teaching quality and student outcomes, and provides suggestions for how to proceed with further investigation of a model which should be expanded and more thoroughly empirically tested. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Drawing on the Delphi Technique to explore areas of convergence and divergence among expert […] Praetorius, Anna-Katharina; Charalambous, Charalambos Y.; Biesta, Gert; Cai, Jinfa; Chazan, Daniel; […] Sammelbandbeitrag | Aus: Praetorius, Anna-Katharina; Charalambous, Charalambous Y. (Hrsg.): Theorizing teaching: Current status and open issues | Cham: Springer | 2023 44568 Endnote: Autor*innen: Praetorius, Anna-Katharina; Charalambous, Charalambos Y.; Biesta, Gert; Cai, Jinfa; Chazan, Daniel; Herbst, Patricio G.; Hwang, Stephen; Hiebert, James; Klieme, Eckhard; Kyriakides, Leonidas; Melville, Matthew; Antoniou, Panayiotis; Panayiotou, Anastasia; Robison, Victoria; Scheerens, Jaap; Schoenfeld, Alan H.; Stigler, James; Vieluf, Svenja
Titel: Drawing on the Delphi Technique to explore areas of convergence and divergence among expert opinions in the field of teaching
Aus: Praetorius, Anna-Katharina; Charalambous, Charalambous Y. (Hrsg.): Theorizing teaching: Current status and open issues, Cham: Springer, 2023 , S. 281-323
DOI: 10.1007/978-3-031-25613-4_10
URL: https://link.springer.com/chapter/10.1007/978-3-031-25613-4_10
Dokumenttyp: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache: Englisch
Abstract (english): The chapter brings together the individual chapter perspectives on theorizing teaching and thus initiating exchanges among the authors on outstanding issues and discrepancies to provide insights for how research on teaching may move forward. The Delphi study conducted for this aim was based on summaries of the answers of all individual chapters on three questions; authors were asked to rate and comment on each other's ideas. Comparing ratings and comments exposed the variability in the contributors' perspectives on (a) the existence, degree of development, and grain size of theories of teaching (first question), (b) the attributes of theories of teaching (second question), and (c) the process of developing theories of teaching (third question).
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Teaching effectiveness revisited through the lens of practice theories Vieluf, Svenja; Klieme, Eckhard Sammelbandbeitrag | Aus: Praetorius, Anna-Katharina; Charalambous, Charalambos Y. (Hrsg.): Theorizing teaching: Current status and open issues | Cham: Springer | 2023 43609 Endnote: Autor*innen: Vieluf, Svenja; Klieme, Eckhard
Titel: Teaching effectiveness revisited through the lens of practice theories
Aus: Praetorius, Anna-Katharina; Charalambous, Charalambos Y. (Hrsg.): Theorizing teaching: Current status and open issues, Cham: Springer, 2023 , S. 57-95
DOI: 10.1007/978-3-031-25613-4_3
URL: https://link.springer.com/chapter/10.1007/978-3-031-25613-4_3
Dokumenttyp: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Kritik; Praxis; Quantitative Forschung; Theoriebildung; Unterricht; Unterrichtsforschung; Unterrichtsqualität; Unterrichtstheorie; Wirksamkeit
Abstract: In research on teaching, there is a tension between the intention to provide educational practice with clear and convertible recommendations and the wish to do justice to the whole complexity, contingency, uncertainty and ambiguity of social interactions. Multiple research paradigms address this tension in different ways. The chapter brings together two such contrasting paradigms: Teaching Effectiveness Research (TER), which uses quantitative methods for explaining and predicting criteria of "teaching success" with characteristics of teaching, and practice theories, which aim at reconstructing classroom practice to gain an understanding of the social order in the classroom without a priori assumptions regarding their desirability. Presenting a specific instantiation of TER, the Theory of Basic Dimensions of Teaching Quality (TBD), the chapter elaborates on two major limitations of TER in general, and TBD in particular: a simplistic concept of relations between teaching and learning and a lack of understanding of the dynamics of classroom interaction. To better understand, and to some extent overcome these limitations, the chapter critically reflects on TER/TBD by contrasting it with a practice theoretical perspective. Using these two paradigms, the paper advances the idea that the dialogue between paradigms can be inspiring for empirical research and theory-building. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Schulnoten Stirm, Philip; Klieme, Eckhard Verschiedenartige Dokumente | 2023 43746 Endnote: Autor*innen: Stirm, Philip; Klieme, Eckhard
Titel: Schulnoten
Erscheinungsvermerk: 2023
URL: https://dipfblog.com/2023/06/01/folge-21-der-podcast-reihe-sitzenbleiben-schulnoten/
Dokumenttyp: 7. Blogbeiträge; Pod-; Vidcasts; Pod-/Vidcasts
Sprache: Deutsch
Abstract: Jeder kennt Schulnoten und verbindet mit ihnen mal schöne, mal weniger gute Erinnerungen. Zur Schule gehören sie einfach dazu. Aber muss das so sein? Welche Bedeutung haben Noten und sind sie pädagogisch sinnvoll und zielführend? Oder gäbe es Alternativen, von denen Kinder mehr profitieren? Das erläutert Prof. Dr. Eckhard Klieme in einer neuen Folge des "Sitzenbleiben"-Podcasts.
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen; Öffentlichkeitsarbeit

How valid are student perceptions of teaching quality across education systems? Herbert, Benjamin; Fischer, Jessica; Klieme, Eckhard Zeitschriftenbeitrag | In: Learning and Instruction | 2022 43608 Endnote: Autor*innen: Herbert, Benjamin; Fischer, Jessica; Klieme, Eckhard
Titel: How valid are student perceptions of teaching quality across education systems?
In: Learning and Instruction, 82 (2022) , S. 101652
DOI: 10.1016/j.learninstruc.2022.101652
URL: https://www.sciencedirect.com/science/article/abs/pii/S0959475222000731
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: In an international context, teaching quality is often assessed via student surveys. Yet, there is little empirical evidence for the validity of students' perceptions of teaching quality across education systems. Following an argumentative validation approach, we evaluate the reliability, stability, and international comparability of students' perceptions of teaching quality as well as their predictivity on student outcomes. Based on longitudinal data from six education systems our main findings include that student perceptions of teaching quality are 1) reliable on the class level, 2) stable between two measurements, and 3) metric invariant across education systems, yet 4) their effects on achievement, interest, and self-efficacy vary between the aspects of teaching quality and education systems. Our study provides first substantial empirical findings for the validity of student perceptions across education systems and points towards culture-specific differences in the effectiveness of teaching. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Comparison of studies. Comparing design and constructs, aligning measures, integrating data, […] Klieme, Eckhard Sammelbandbeitrag | Aus: Nilsen, Trude; Stancel-Piątak, Agnes; Gustafsson, Jan-Eric (Hrsg.): International handbook of comparative large-scale studies in education: Perspectives, methods and findings | Cham: Springer | 2022 43607 Endnote: Autor*innen: Klieme, Eckhard
Titel: Comparison of studies. Comparing design and constructs, aligning measures, integrating data, cross-validating findings
Aus: Nilsen, Trude; Stancel-Piątak, Agnes; Gustafsson, Jan-Eric (Hrsg.): International handbook of comparative large-scale studies in education: Perspectives, methods and findings, Cham: Springer, 2022 , S. 511-543
DOI: 10.1007/978-3-030-88178-8_20
URL: https://link.springer.com/referenceworkentry/10.1007/978-3-030-88178-8_20
Dokumenttyp: 4. Beiträge in Sammelbänden; Lexika/Enzyklopädie o.ä.
Sprache: Englisch
Abstract: Even after six decades of international student assessments, we only weakly understand how and why educational systems are changing in the long run. One reason is the diversity of studies differing in design, sampling, conceptualization (e.g., research constructs covered), and measures. Such variation can be found both between and within long-standing programs of student assessment like TIMSS and PISA. The chapter aims at showing similarities and differences between ILSAs, understanding what can and what cannot safely be compared and combined, with the goal of finding common grounds for future research. Throughout, the lower secondary samples from TIMSS and PISA will be used as major examples. Section "Comparing and Finding Common Grounds in Design and Conceptualization" compares the conceptual foundations and design across ILSAs, especially the selection and definition of constructs covered, including cognitive tests as well as questionnaire-based measures of student background, educational processes, and noncognitive outcomes. Section "Comparing, Linking, and Matching Operational Measures" figures out when and how to match empirical measures and to establish common scales. Section "Combining Data Across Assessments in Educational Research" looks at approaches for integrating data from separate ILSAs into complex analyses, such as longitudinal analyses on the individual, class, or school level, and multilevel analyses combining information from multiple studies. Section "Analyzing ILSA Data on the Country Level" discusses the cross-validation of trend information from TIMSS and PISA. Using ILSA's "Big Data" without considering the details of conceptualization, measurement, and data structure may lead to erroneous findings and policy conclusions. Recently, there has been some convergence in design and methods across ILSA studies and programs. Yet, more systematic approaches to instrument development and study design are in need. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Zur Vergleichbarkeit von Abiturnoten. Eine kritische Zwischenbilanz Klieme, Eckhard Sammelbandbeitrag | Aus: Hoffmann, Lars; Schröter, Pauline; Groß, Alexander; Schmid-Kühn, Svenja Mareike; Stanat, Petra (Hrsg.): Das unvergleichliche Abitur: Entwicklungen - Herausforderungen - Empirische Analysen | Bielefeld: wbv Media | 2022 43980 Endnote: Autor*innen: Klieme, Eckhard
Titel: Zur Vergleichbarkeit von Abiturnoten. Eine kritische Zwischenbilanz
Aus: Hoffmann, Lars; Schröter, Pauline; Groß, Alexander; Schmid-Kühn, Svenja Mareike; Stanat, Petra (Hrsg.): Das unvergleichliche Abitur: Entwicklungen - Herausforderungen - Empirische Analysen, Bielefeld: wbv Media, 2022 , S. 319-335
URL: https://www.wbv.de/shop/Das-unvergleichliche-Abitur-I72494
Dokumenttyp: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Abiturprüfung; Abschlussprüfung; Äquivalenz; Bildungsforschung; Diskurs; Entwicklung; Hochschulzulassung; Schulnoten; Schulsystem; Standard; Vergleich
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Teaching quality and student outcomes in TIMSS and PISA Nilsen, Trude; Klieme, Eckhard Sammelbandbeitrag | Aus: Nilsen, Trude; Stancel-Piątak, Agnes; Gustafsson, Jan-Eric (Hrsg.): International handbook of comparative large-scale studies in education: Perspectives, methods and findings | Cham: Springer | 2022 43606 Endnote: Autor*innen: Nilsen, Trude; Klieme, Eckhard
Titel: Teaching quality and student outcomes in TIMSS and PISA
Aus: Nilsen, Trude; Stancel-Piątak, Agnes; Gustafsson, Jan-Eric (Hrsg.): International handbook of comparative large-scale studies in education: Perspectives, methods and findings, Cham: Springer, 2022 , S. 1089-1134
DOI: 10.1007/978-3-030-88178-8_37
URL: https://link.springer.com/referenceworkentry/10.1007/978-3-030-88178-8_37
Dokumenttyp: 4. Beiträge in Sammelbänden; Lexika/Enzyklopädie o.ä.
Sprache: Englisch
Abstract: While there is consensus that teachers' teaching quality is of utmost importance to student outcomes, conceptualizations and measures differ between studies and countries. Moreover, it is not clear which aspects or dimensions of teaching quality are related to student outcomes, or how this varies across countries. In this chapter, we present a systematic review of TIMSS and a narrative review of PISA focusing on (a) how teaching quality has been measured in these studies, and how this has developed from the early cycles until today; and (b) how teaching quality is related to student outcomes. Both international reports from PISA and TIMSS as well as studies performing secondary analyses based on TIMSS and PISA data are reviewed. Our reviews reveal that the latest cycles of TIMSS and PISA have more extensive frameworks and more reliable measures of teaching quality than previous cycles. Findings on the relations between teaching quality and student outcomes are mixed, but mostly aligned with findings from the field, including longitudinal studies. The results further show that secondary analyses of PISA and TIMSS often suffer from conceptual and methodological flaws. We discuss the implications for policy and practice and contributions to the field of education, and we provide suggestions to enhance the validity of the use of teaching quality measures, such as extending current study designs longitudinally. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

StEG-Tandem: Konzeptionelle Weiterentwicklung von Lern- und Übungszeiten durch kooperative […] Brisson, Brigitte; Heyl, Katrin; Sauerwein, Markus; Theis, Desiree; Dohrmann, Julia; Heer, Jana; […] Forschungsdaten/Instrumente | IQB | 2022 44631 Endnote: Autor*innen: Brisson, Brigitte; Heyl, Katrin; Sauerwein, Markus; Theis, Desiree; Dohrmann, Julia; Heer, Jana; Fischer, Natalie; Klieme, Eckhard
Titel: StEG-Tandem: Konzeptionelle Weiterentwicklung von Lern- und Übungszeiten durch kooperative Lernformen
Erscheinungsvermerk: Berlin: IQB, 2022
DOI: 10.5159/IQB_StEG-Tandem_v1
URL: https://www.iqb.hu-berlin.de/fdz/studies/StEG-Tandem/?doi=10.5159/IQB_StEG-Tandem_v1
Dokumenttyp: 6. Forschungsdaten; Instrumente; Datenkollektion/Dataset
Sprache: Deutsch
Abstract: m Rahmen der Studie StEG-Tandem arbeiteten fünf Integrierte Gesamtschulen in Ganztagsform, ein Forschungsteam und externe Praxisexpert*innen drei Schuljahre lang eng zusammen, um die Hausaufgabenbetreuung oder die Lernzeiten der teilnehmenden Schulen durch die Einführung kooperativer Lernformen weiterzuentwickeln. Schüler*innen der 5. Jahrgangsstufe wurden zur gemeinsamen Aufgabenbearbeitung angeregt (Peer Learning) und dabei von Mentor*innen aus der 8. bis 10. Jahrgangsstufe unterstützt (Peer Mentoring). Diese Entwicklungsmaßnahmen galten dem Ziel, die individuelle Förderung der Schüler*innen bei der Aufgabenbearbeitung zu stärken. Darüber hinaus sollten dadurch deren fachliche und soziale Kompetenzen gefördert werden. StEG-Tandem ist eine Teilstudie der Studie zur Entwicklung von Ganztagsschulen (StEG) und wurde gemeinsam vom DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation und der Universität Kassel durchgeführt. Der Erarbeitungsprozess sowie die anschließende Umsetzung der Konzepte zu kooperativem Lernen in Hausaufgabenbetreuung oder Lernzeiten wurden wissenschaftlich begleitet und evaluiert. Die Treffen der Arbeitsgruppen, bei denen Lehrkräfte, ein Forschungsteam und ein*e extern*e Expert*in zusammen schulspezifische Konzepte zu kooperativem Lernen erarbeiteten, wurden aufgezeichnet und transkribiert. Um die Wirksamkeit der Entwicklungsmaßnahmen zu untersuchen, wurden anhand eines Kohortendesigns mehrmals qualitative und quantitative Daten von Fünftklässler*innen mit und ohne Peer Mentoring in Hausaufgabenbetreuung oder Lernzeit erhoben. Auch deren Mentor*innen (Jahrgang 8 bis 10) wurden mehrfach mit qualitativen und quantitativen Methoden befragt. Darüber hinaus nahmen die Eltern und Lehrkräfte der 5. Jahrgangsstufe und Ganztagspersonal an Fragebogenerhebungen teil. Die Daten der qualitativen Methoden sowie der Befragungen der Lehrkräfte und des pädagogischen Personals sind jedoch bislang nicht veröffentlicht. (Projekt/IQB)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

At a first glance - how reliable and valid is the thin slices technique to assess instructional […] Begrich, Lukas; Kuger, Susanne; Klieme, Eckhard; Kunter, Mareike Zeitschriftenbeitrag | In: Learning and Instruction | 2021 41092 Endnote: Autor*innen: Begrich, Lukas; Kuger, Susanne; Klieme, Eckhard; Kunter, Mareike
Titel: At a first glance - how reliable and valid is the thin slices technique to assess instructional quality
In: Learning and Instruction, 74 (2021) , S. 101466
DOI: 10.1016/j.learninstruc.2021.101466
URL: https://www.sciencedirect.com/science/article/pii/S0959475221000256
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: Various approaches of assessing instructional quality have emerged in educational research. In this article, we present two studies that apply the thin slices procedure, investigating the reliability and validity of the ratings of three dimensions of instructional quality based solely on the first impressions of untrained social observers. Thirty undergraduate students rated 30-s clips from English lessons (Study 1) and Math lessons (Study 2) regarding three quality dimensions. The findings suggest high reliability in these ratings. Multilevel confirmatory analyses suggested construct validity in terms of differentiation between the three dimensions of instructional quality. Finally, we found some overlap between the thin slices ratings of classroom management and constructive support with ratings of trained raters based on observations of full lessons, as well as students' ratings of these dimensions. We discuss these results with respect to the potential of first impressions of untrained observers to measure instructional quality.
Abstract (english): Various approaches of assessing instructional quality have emerged in educational research. In this article, we present two studies that apply the thin slices procedure, investigating the reliability and validity of the ratings of three dimensions of instructional quality based solely on the first impressions of untrained social observers. Thirty undergraduate students rated 30-s clips from English lessons (Study 1) and Math lessons (Study 2) regarding three quality dimensions. The findings suggest high reliability in these ratings. Multilevel confirmatory analyses suggested construct validity in terms of differentiation between the three dimensions of instructional quality. Finally, we found some overlap between the thin slices ratings of classroom management and constructive support with ratings of trained raters based on observations of full lessons, as well as students' ratings of these dimensions. We discuss these results with respect to the potential of first impressions of untrained observers to measure instructional quality.
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen