Quality of Instruction and Mathematical Understanding in Different Cultures of Instruction
Building on school achievement studies TIMSS and PISA, the DFG project The Quality of Instruction and Mathematical Understanding in Different cultures of Instruction” investigates contextual, conditional and processual characteristics of instruction and assesses their relevance for the students’ development.
The project “The Quality of Instruction and Mathematical Understanding in Different cultures of Instruction” - funded by the German Research Foundation, DFG - was jointly conducted by the German Institute for international Educational Research and the Pedagogical Institute at Zurich University (1). The assessment of student achievement, TIMSS, and PISA triggered this study (e.g. Baumert, Bos & Lehmann, 2000; Baumert et al., 2001; Prenzel et al., 2004). These studies provided important information regarding the strengths and weaknesses of different school systems in an international comparison. However, these student assessments need to be supplemented by micro-genetic studies for delivering differentiated statements regarding the significance of actual instruction for the development of students. The project “The Quality of Instruction and Mathematical Understanding in Different cultures of Instruction” takes this approach by investigating contextual, conditional and process features of instruction assessing their significance for the development of students.
Within the total duration of six years (2000-2006), the project is structured into three periods of two years (see figure 1). A representative study based on interviews of teachers in Switzerland and Germany was carried out in the first phase (cf. Diedrich, Thußbas & Klieme, 2002; Lipowsky et al., 2003; Pauli & Reusser, 2003) in order to discern common features and differences regarding the teachers’ perceptions of instruction, self and school-related environment, and to assess contextual conditions of teaching in both countries. The second project phase focused on the video-based assessment of two lesson modules in 20 German classrooms at grade 9 and in 20 Swiss classrooms at year 8. The third and final phase brought the findings from the first two phases back to the daily school context by conducting a video-and Internet-based further training programme for some of the teachers who had taken part in the video assessment. The design and findings of the study are outlined here .
Prof. Dr. K. Reusser (Zurich University)
Dr. C. Pauli (Zurich University)
Prof. Dr. A. Buff (Zurich University)
Lic phil. K. Krammer (PH Luzern)
Dr. des. M. Leuchter (PH Schwyz)
Dr. I. Hugener (PH Luzern)
Dipl. math. ETH. B. Drollinger-Vetter (Zurich University)
|Department:||Educational Quality and Evaluation|