Journal ArticleDOI
One lesson is all you need? Stability of instructional quality across lessons.
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In this paper, the authors investigated how three dimensions of instructional quality, classroom management, personal learning support, and cognitive activation of students, vary between the lessons of a specific teacher, and how many lessons per teacher are necessary to establish sufficiently reliable measures of these dimensions.About:
This article is published in Learning and Instruction.The article was published on 2014-06-01. It has received 203 citations till now. The article focuses on the topics: Classroom management & Generalizability theory.read more
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Generic dimensions of teaching quality: the German framework of Three Basic Dimensions
TL;DR: In this article, the authors argue that classroom management, student support, and cognitive activation are generic aspects of classroom teaching, forming three basic dimensions of teaching quality, which are based on general theories of schooling and teaching as well as established theories and research traditions from educational psychology.
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The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest
TL;DR: In this paper, the authors examined students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation and found that teachers' motivation predicted students' interest which was mediated by enthusiastic teaching as perceived by students.
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Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power.
TL;DR: In this paper, the authors investigated the time consistency of teacher and student instructional quality ratings in math lessons over multiple measurement time points, and the agreement among teachers and students for time consistent rating components and single time point ratings with regard to a standardized math achievement test, and math self-concept.
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Improving 21st-Century Teaching Skills: The Key to Effective 21st-Century Learners
TL;DR: The development of competencies known as 21st-century skills are garnering increasing attention as a means of improving teacher instructional quality as mentioned in this paper, however, a key challenge in bringing about des...
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Classroom observation frameworks for studying instructional quality: looking back and looking forward
TL;DR: In this paper, the analysis of three focal mathematics lessons through the lens of each observation-based instructional quality framework is presented, and the similarities, differences, and potential complementarities of these frameworks to describe and evaluate mathematics instruction are examined.
References
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Book
Intrinsic Motivation and Self-Determination in Human Behavior
Edward L. Deci,Richard M. Ryan +1 more
TL;DR: This chapter discusses the development of Causality Orientations Theory, a theory of personality Influences on Motivation, and its application in information-Processing Theories.
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Intrinsic Motivation and Self-Determination in Human Behavior
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Teacher efficacy: capturing an elusive construct
TL;DR: Teacher efficacy has proved to be powerfully related to many meaningful educational outcomes such as teachers persistence, enthusiasm, commitment and instructional behavior, as well as student outcome such as achievement, motivation, and self-efficacy beliefs.
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Should There Be a Three-Strikes Rule against Pure Discovery Learning?.
TL;DR: In this article, the authors argue that there is sufficient research evidence to make any reasonable person skeptical about the benefits of discovery learning as a preferred instructional method and that the constructivist view of learning may be best supported by methods of instruction that involve cognitive activity rather than behavioral activity, instructional guidance rather than pure discovery, and curricular focus rather than unstructured exploration.
Journal ArticleDOI
Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress:
Jürgen Baumert,Mareike Kunter,Werner Blum,Martin Brunner,Thamar Voss,Alexander Jordan,Uta Klusmann,Stefan Krauss,Michael Neubrand,Yi-Miau Tsai +9 more
TL;DR: In this article, the authors investigated the significance of teachers' content knowledge and pedagogical content knowledge for high-quality instruction and student progress in secondary-level mathematics and reported findings from a 1-year study conducted in Germany with a representative sample of Grade 10 classes and their teachers.
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