Defining Quality in Primary and Secondary Education

Autor/inn/en	Papanthymou, Anastasia; Darra, Maria
Titel	Defining Quality in Primary and Secondary Education
Quelle	In: International Education Studies, 16 (2023) 2, S.128-149 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Educational Quality; Elementary Secondary Education; Learning Activities; Teaching Methods; Content Analysis; Grounded Theory; Educational Environment; Course Content; Learning Processes; Teaching Skills; Pedagogical Content Knowledge; Student Centered Learning; Teacher Supervision; Outcomes of Education; Teacher Effectiveness; Curriculum; Research Reports + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Inhaltsanalyse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kursprogramm; Learning process; Lernprozess; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Pädagogische Kompetenz; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernleistung; Schulerfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Curricula; Lehrplan; Rahmenplan; Research report; Forschungsbericht
Abstract	The purpose of this paper is to explore the conceptual content of the term 'quality' in primary and secondary education through the content analysis of 32 scientific publications. The analysis of the qualitative data is based on the methodology of grounded theory, revealing 21 major dimensions of quality with a high frequency of occurrence that are divided into five broader categories. The first category, 'learning environment,' includes psychosocial elements, physical elements, respect for diversity and collaboration, sharing, and team spirit. The second category, 'learning content,' includes student-centred pedagogy, well-structured knowledge base, continuous curriculum improvement, interest in all students, and life skills. The third category, 'processes,' includes teaching, learning, assessment, support, and supervision. The fourth category, 'students,' includes involvement/participation, feedback, challenging learning activities, and improved learning outcomes. Finally, the fifth category, 'teachers,' includes knowledge of educational context, content, curriculum, and pedagogy, pedagogical skills, emotional/management/reflection skills, and teacher professional development. According to the main findings, from the category 'learning environment,' the dimension concerning the psychosocial elements prevails in the literature; from the category 'learning content', the dimension of student-centred pedagogy prevails; and from the category 'processes', three dimensions prevail: the first is related to support and supervision and the other two are related to teaching and assessment. From the wider category 'students,' the dimension relating to improved learning outcomes prevails. Finally, in the category 'teachers,' two dimensions prevail: the first concerns skills (emotional, management, reflection), and the second dimension concerns knowledge of the educational context, content, curriculum, and pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01