Teaching Effectiveness Research in the Past Decade. The Role of Theory and Research Design in Disentangling Meta-Analysis Results.

Autor/inn/en	Seidel, Tina; Shavelson, Richard J.
Titel	Teaching Effectiveness Research in the Past Decade. The Role of Theory and Research Design in Disentangling Meta-Analysis Results.
Quelle	In: Review of educational research, 77 (2007) 4, S. 454-499Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0034-6543; 1935-1046
DOI	10.3102/0034654307310317
Schlagwörter	Bildungsforschung; Forschungsdesign; Metaanalyse; Lehren; Effizienzsteigerung; Europa
Abstract	This meta-analysis summarizes teaching effectiveness studies of the past decade and investigates the role of theory and research design in disentangling results. Compared to past analyses based on the process-product model, a framework based on cognitive models of teaching and learning proved useful in analyzing studies and accounting for variations in effect sizes. Although the effects of teaching on student learning were diverse and complex, they were fairly systematic. The authors found the largest effects for domainspecific components of teaching-teaching most proximal to executive processes of learning. By taking into account research design, the authors further disentangled meta-analytic findings. For example, domain-specific teaching components were mainly studied with quasi-experimental or experimental designs. Finally, correlational survey studies dominated teaching effectiveness studies in the past decade but proved to be more distal from the teaching-learning process.
Erfasst von	Externer Selbsteintrag
Update	2009/3