The structure of teaching practices across countries. A combination of factor analysis and network analysis.

Autor/inn/en	Fischer, Jessica; He, Jia; Klieme, Eckhard
Titel	The structure of teaching practices across countries. A combination of factor analysis and network analysis.
Quelle	In: Studies in educational evaluation, 65 (2020) Art. 100861, 55 S.Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version); PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0191-491X
DOI	10.25656/01:20352 10.1016/j.stueduc.2020.100861
URN	urn:nbn:de:0111-pedocs-203522
Schlagwörter	Faktorenanalyse; Sekundäranalyse; Leistungsbeurteilung; Schülerleistung; Unterrichtspraxis; Datenanalyse; Netzwerkanalyse; Interkultureller Vergleich; Internationaler Vergleich; PISA (Programme for International Student Assessment)
Abstract	Teaching practices are pivotal for student learning. Due to pedagogical traditions and national cultures, the structure of teaching practices may differ across countries. This study investigates the structure of teaching practices across 12 countries grouped into four major linguistic/cultural clusters. First, factor analysis is applied to investigate if the theoretical distinction between teacher-directed and student-centred practices is generalizable across countries. Then, network analysis is used to explore how individual classroom assessment practices relate to either teacher-directed or student-centred practices. Main findings include that: (1) teacher-directed and student-centred practices are two distinct factors across countries; (2) the overall structure and connectivity of teaching practices differs across countries, with smaller differences within linguistic/cultural clusters; and (3) assessment practices with the aim to structure and guide learning strongly relate to teacher-directed practices, whereas assessment practices with the aim to individualize instruction more relate to student-centred practices. We discuss the global patterning and implications.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4