Observer ratings of instructional quality: Do they fulfill what they promise?     

Anna-Katharina Praetorius  Gerlinde Lenske  Andreas Helmke 《Learning and Instruction》2012,22(6):387-400

Despite considerable interest in the topic of instructional quality in research as well as practice, little is known about the quality of its assessment. Using generalizability analysis as well as content analysis, the present study investigates how reliably and validly instructional quality is measured by observer ratings. Twelve trained raters judged 57 videotaped lesson sequences with regard to aspects of domain-independent instructional quality. Additionally, 3 of these sequences were judged by 390 untrained raters (i.e., student teachers and teachers). Depending on scale level and dimension, 16–44% of the variance in ratings could be attributed to instructional quality, whereas rater bias accounted for 12–40% of the variance. Although the trained raters referred more often to aspects considered essential for instructional quality, this was not reflected in the reliability of their ratings. The results indicate that observer ratings should be treated in a more differentiated manner in the future.  相似文献   

Bildung Ja — Arbeit Nein Unterbeschäftigung und Arbeitslosigkeit Weiblicher Jugendlicher     

Angelika Burger  Gerlinde Seidenspinner 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1985,31(1):457-465

Ohne Zusammenfassung  相似文献   

Die Bedeutung des pädagogisch-psychologischen Wissens für die Qualität der Klassenführung und den Lernzuwachs der Schüler/innen im Physikunterricht     

Gerlinde Lenske  Wolfgang Wagner  Joachim Wirth  Hubertina Thillmann  Eva Cauet  Sven Liepertz  Detlev Leutner 《Zeitschrift für Erziehungswissenschaft》2016,19(1):211-233

In the present study it was investigated whether the pedagogical knowledge of teachers has an influence on the process quality of physics instruction and on the learning achievement of students as well. Pedagogical knowledge, conceptualized as knowledge about strategies in classroom instruction that is domain-general and relevant for teaching behaviors, was measured using a paper-and-pencil test with two scales: one scale on declarative knowledge, the other on conditional-procedural knowledge (Lenske et al. 2015). As a basic aspect of the process quality of classroom instruction, classroom management was assessed using video ratings of two lessons from each participating teacher. Students’ learning achievement was assessed using standardized domain-specific knowledge tests in a pretest-posttest design. The sample included 34 teachers from higher-track secondary schools and their students (N?=?993). A complex bootstrapping mediation model shows that teachers’ pedagogical knowledge, mediated by their classroom management, has a positive effect on their students’ learning achievement.  相似文献