Student ratings of teaching quality in primary school. Dimensions and prediction of student outcomes.

Autor/inn/en	Fauth, Benjamin; Decristan, Jasmin; Rieser, Svenja; Klieme, Eckhard; Büttner, Gerhard
Titel	Student ratings of teaching quality in primary school. Dimensions and prediction of student outcomes.
Quelle	In: Learning and instruction, (2014) 29, S. 1-9Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2013.07.001
URN	urn:nbn:de:0111-pedocs-181355
Schlagwörter	Validität; Grundschule; Lehrer; Lehrerpersönlichkeit; Leistungsbeurteilung; Notengebung; Schülerbeurteilung; Unterrichtsgestaltung; Lehrqualität
Abstract	The contribution examines theoretical foundations, factorial structure, and predictive power of student ratings of teaching quality. Three basic dimensions of teaching quality have previously been described: classroom management, cognitive activation, and supportive climate. However, student ratings, especially those provided by primary school students, have been criticised for being biased by factors such as teacher popularity. The present study examines ratings of teaching quality and science learning among third graders. Results of multilevel confirmatory factor analyses (N = 1556 students, 89 classes) indicate that the three-dimensional model of teaching quality can be replicated in ratings of third graders. In a longitudinal study (N = 1070 students, 54 classes), we found ratings of classroom management to predict student achievement, and ratings of cognitive activation and supportive climate to predict students' development of subject-related interest after teacher popularity is controlled for. The analyses show that student ratings can be useful measures of teaching quality in primary school. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/2