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

Learning and Instruction

Volumn 29, Issue , 2014, Pages 1-9

  Fauth, Benjamin ^a,b   Decristan, Jasmin ^a,c   Rieser, Svenja ^a,b   Klieme, Eckhard ^a,c   Büttner, Gerhard ^a,b  

^a IDeA Research Center   (Germany)

^b GOETHE UNIVERSITY   (Germany)

^c GERMAN INSTITUTE FOR INTERNATIONAL EDUCATIONAL RESEARCH   (Germany)

Author keywords

Primary school; Student ratings; Teacher popularity; Teaching quality; Validity

Indexed keywords

EID: 84881021175     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2013.07.001     Document Type: Article

References (58)

1. Aleamoni L.M. Student rating myths versus research facts from 1924 to 1998. Journal of Personnel Evaluation in Education 1999, 13:153-166. 10.1023/A:1008168421283.
2. Allen D., Fraser B.J. Parent and student perceptions of classroom learning environment and its association with student outcomes. Learning Environments Research 2007, 10:67-82. 10.1007/s10984-007-9018-z.
3. Arbuckle J.L. Full information estimation in the presence of incomplete data. Advanced structural equation modeling 1996, 243-277. Lawrence Erlbaum, Mahwah, NJ. G.A. Marcoulides, R.E. Schumacker (Eds.).
4. Baumert J., Kunter M., Blum W., Brunner M., Voss T., Jordan A., et al. Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal 2010, 47(1):133-180. 10.3102/0002831209345157.
5. Blumberg E. Multikriteriale Zielerreichung im naturwissenschaftsbezogenen Sachunterricht der Grundschule 2008, (Doctoral dissertation), University of Münster, Germany.
6. Brophy J. Teaching 2000, International Academy of Education, Brussels, Belgium.
7. Creemers B., Kyriakides L. The dynamics of educational effectiveness 2008, Routledge, London.
8. Davis H.A. Conceptualizing the role and influence of student-teacher relationships on children's social and cognitive development. Educational Psychologist 2003, 38(4):207-234. 10.1207/S15326985EP3804_2.
9. De Jong R., Westerhof K.J. The quality of student ratings of teacher behaviour. Learning Environments Research 2001, 4(1):51-85. 10.1023/A:1011402608575.
10. Deci E.L., Ryan R.M. The "what" and "why" of goal pursuits: human needs and the self-determination of behavior. Psychological Inquiry 2000, 11(4):227-268. 10.1207/S15327965PLI1104_01.
11. Diel E., Höhner W. Fragebögen zur Unterrichtqualität 2008, Institut für Qualitätsentwicklung, Wiesbaden, Germany.
12. Doll B., Spies R.A., LeClair C.M., Kurien S.A., Foley B.P. Student perceptions of classroom learning environments: development of the ClassMaps survey. School Psychology Review 2010, 39(2):203-218.
13. Dubberke T., Kunter M., McElvany N., Brunner M., Baumert J. Lerntheoretische Überzeugungen von Mathematiklehrkräften. Zeitschrift für Pädagogische Psychologie 2008, 22(3):193-206. 10.1024/1010-0652.22.34.193.
14. Enders C.K. Applied missing data analysis 2010, Guilford, New York.
15. Fraser B.J. Classroom environment instruments: development, validity and applications. Learning Environments Research 1998, 1:7-33. 10.1023/A:1009932514731.
16. Fraser B.J., Fisher D.L. Predicting students' outcomes from their perceptions of classroom psychosocial environment. American Educational Research Journal 1982, 19:498-518. 10.3102/00028312019004498.
17. Gathering feedback for teaching 2012, Gates Foundation, Seattle. Gates Foundation (Ed.).
18. Goodenow C. Strengthening the links between educational psychology and the study of social contexts. Educational Psychologist 1992, 27:177-196. 10.1207/s15326985ep2702_4.
19. Greenwald A.G. Validity concerns and usefulness of student ratings of instruction. American Psychologist 1997, 52(11):1182-1186. 10.1037/0003-066X.52.11.1182.
20. Haertel G.D., Walberg H.J., Haertel E.H. Socio-psychological environments and learning: a quantitative synthesis. British Educational Research Journal 1981, 7(1):27-36. 10.1080/0141192810070103.
21. Hamre B.K., Pianta R.C., Mashburn A.J., Downer J.T. Building a science of classrooms: Application of the CLASS framework in over 4,000 U.S. early childhood and elementary classrooms 2007, Foundation for Child Development, New York.
22. Hardy I., Jonen A., Möller K., Stern E. Effects of instructional support within constructivist learning environments for elementary school students' understanding of "floating and sinking". Journal of Educational Psychology 2006, 98:307-326. 10.1037/0022-0663.98.2.307.
23. Hu L., Bentler P.M. Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modelling 1999, 6(1):1-55. 10.1080/10705519909540118.
24. Klieme E., Pauli C., Reusser K. The Pythagoras study: investigating effects of teaching and learning in Swiss and German mathematics classrooms. The power of video studies in investigating teaching and learning in the classroom 2009, 137-160. Waxmann, Münster, Germany. T. Janik, T. Seidel (Eds.).
25. Klieme E., Schümer G., Knoll S. Mathematikunterricht in der Sekundarstufe I: Aufgabenkultur und Unterrichtsgestaltung. TIMSS - Impulse für Schule und Unterricht 2001, 43-57. Mediahaus Biering, München, Germany. Bundesministerium für Bildung und Forschung (BMBF) (Ed.).
26. Kounin J. Discipline and group management in classrooms 1970, Holt, Rinehart, & Winston, New York.
27. Krapp A. An educational-psychological conceptualisation of interest. International Journal for Educational and Vocational Guidance 2007, 7:5-21. 10.1007/s10775-007-9113-9.
28. Kunter M. Multiple Ziele im Mathematikunterricht 2005, Waxmann, Münster, Germany.
29. Kunter M., Baumert J. Who is the expert? Construct and criteria validity of student and teacher ratings of instruction. Learning Environments Research 2006, 9(3):231-251. 10.1007/s10984-006-9015-7.
30. Kunter M., Baumert J., Köller O. Effective classroom management and the development of subject-related interest. Learning and Instruction 2007, 17(5):494-509. 10.1016/j.learninstruc.2007.09.002.
31. Kunter M., Tsai Y.-M., Klusmann U., Brunner M., Krauss S., Baumert J. Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction: motivation for teaching. Learning and Instruction 2008, 18(5):468-482. 10.1016/j.learninstruc.2008.06.008.
32. La Rocque M. Assessing perceptions of the environment in elementary classrooms: the link with achievement. Educational Psychology in Practice 2008, 24(4):289-305. 10.1080/02667360802488732.
33. Lance C.L., LaPointe J.A., Stewart A.M. Atest of the context dependency of three causal models of halo rater error. Journal of Applied Psychology 1994, 79(3):332-340. 10.1037/0021-9010.79.3.332.
34. Lipowsky F., Rakoczy K., Pauli C., Drollinger-Vetter B., Klieme E., Reusser K. Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean theorem. Learning and Instruction 2009, 19(6):527-537. 10.1016/j.learninstruc.2008.11.001.
35. Lüdtke O., Robitzsch A., Trautwein U., Kunter M. Assessing the impact of learning environments: how to use student ratings of classroom or school characteristics in multilevel modeling. Contemporary Educational Psychology 2009, 34(2):120-131. 10.1016/j.cedpsych.2008.12.001.
36. Marsh H.W. Students' evaluations of university teaching: a multidimensional perspective. The scholarship of teaching and learning in higher education 2007, 319-384. Springer, New York. R.P. Perry, J.C. Smart (Eds.).
37. Marsh H.W., Hau K.T., Wen Z. In search of golden rules: comment on hypothesis-testing approaches to setting cutoff values for fit indexesand dangers in overgeneralizing Hu & Bentler's findings. Structural Equation Modeling 2004, 11:320-341. 10.1207/s15328007sem1103_2.
38. Marsh H.W., Lüdtke O., Nagengast B., Trautwein U., Morin A.J.S., Abduljabbar A.S., et al. Classroom climate and contextual effects: conceptual and methodological issues in the evaluation of group-level effects. Educational Psychologist 2012, 47:106-124. 10.1080/00461520.2012.670488.
39. Marsh H.W., Lüdtke O., Robitzsch A., Trautwein U., Asparouhov T., Muthén B., et al. Doubly-latent models of school contextual effects: integrating multilevel and structural equation approaches to control measurement and sampling error. Multivariate Behavioral Research 2009, 44:764-802. 10.1080/00273170903333665.
40. Martin M.O., Mullis I.V.S., Foy P. TIMSS 2007 international science report 2008, TIMSS & PIRLS International Study Center, Chestnut Hill, MA.
41. Muthén L.K., Muthén B.O. Mplus user's guide 2012, Muthén & Muthén, Los Angeles, CA. 7th ed.
42. Pianta R.C., Hamre B.K. Conceptualization, measurement, and improvement of classroom processes: standardized observation can leverage capacity. Educational Researcher 2009, 38(2):109-119. 10.3102/0013189X09332374.
43. Pianta R.C., Nimetz S.L., Bennett E. Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly 1997, 12:263-280. 10.1016/S0885-2006(97)90003-X.
44. Pintrich P.R. Amotivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology 2003, 95(4):667-686. 10.1037/0022-0663.95.4.667.
45. Raftery A.E. Bayesian model selection in structural equation models. Testing structural equation models 1993, 163-180. Sage, Newbury Park. K.A. Bollen, J.S. Long (Eds.).
46. Rakoczy K., Buff A., Lipowsky F. Dokumentation der Erhebungs- und Auswertungsinstrumente zur schweizerisch-deutschen Videostudie. Befragungsinstrumente 2005, [Technical report of the German-Swiss video study], GFPF, Frankfurt, Germany.
47. Reeve J. Self-determination theory applied to educational settings. Handbook of self-determination research 2002, 183-203. University of Rochester Press, Rochester. E.L. Deci, R.M. Ryan (Eds.).
48. Rieser S., Fauth B., Decristan J., Klieme E., Büttner G. The connection between primary school students' self-regulation in learning and perceived teaching quality. Journal of Cognitive Education and Psychology 2013, 12(2):138-156. 10.1891/1945-8959.12.2.1.
49. Ryan R.M., Deci E.L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 2000, 55(1):68-78. 10.1037/0003-066X.55.1.68.
50. Ryan R.M., Grolnick W.S. Origins and pawns in the classroom: a self-report and projective assessment of children's perceptions. Journal of Personality and Social Psychology 1986, 50:550-558. 10.1037/0022-3514.50.3.550.
51. Seidel T., Shavelson R. Teaching effectiveness research in the past decade. Review of Educational Research 2007, 77(4):454-499. 10.3102/0034654307310317.
52. Tabachnick B.G., Fidell L.S. Using multivariate statistics 2007, Pearson, Boston.
53. Wagner W. Methodenprobleme bei der Analyse von Unterrichtswahrnehmung aus Schülersicht 2008, (Doctoral dissertation), University of Koblenz-Landau, Germany, Retrieved from. http://d-nb.info/987591800/34.
54. Wagner W., Göllner R., Helmke A., Trautwein U., Lüdtke O. Construct validity of student perceptions of instructional quality is high, but not perfect: dimensionality and generalizability of domain-independent assessments. Learning and Instruction 2013, 28:1-11. 10.1016/j.learninstruc.2013.03.003.
55. Wang M.C., Haertel G.D., Walberg H.J. Toward a knowledge base for school learning. Review of Educational Research 1993, 63:249-294. 10.3102/00346543063003249.
56. Warm T.A. Weighted likelihood estimation of ability in item response theory. Psychometrika 1989, 54:427-450. 10.1007/BF02294627.
57. Weiß R.H. CFT 20-R. Grundintelligenztest Skala 2 - Revision 2006, [Culture fair test], Hogrefe, Göttingen, Germany.
58. Yuan K.H., Bentler P.M. Three likelihood based methods for mean and covariance structure analysis with nonnormal missing data. Sociological Methodology 2000, 30:165-200. 10.1111/0081-1750.00078.