{"title":"Links between instructional quality and classroom composition in classes taught by the same teacher","authors":"Anne Heinschel , Sofie Henschel , Camilla Rjosk","doi":"10.1016/j.learninstruc.2024.102005","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>As instructional quality is crucial for successful learning, its conditional factors are of particular interest for research and practice. Research showed that distal as well as proximal class composition factors are related to instructional quality. However, it is still unclear to what extent these aspects explain differences in instructional quality between classes of the same teacher.</p></div><div><h3>Aim</h3><p>This study investigates differences in instructional quality (cognitive activation, classroom management, student support) between classes taught by the same teacher and how these differences are related to distal (gender ratio, SES, proportion of multilingual learners) and proximal (self-concept, interest, mathematics grade) classroom composition factors.</p></div><div><h3>Sample</h3><p>Analyses are based on 3566 students in 219 classes taught by 106 teachers in 9th-grade mathematics classrooms in Germany.</p></div><div><h3>Methods</h3><p>We estimated three-level doubly-latent linear mixed models regressing instructional quality on class composition factors with students at level 1, classes at level 2, and teachers at level 3.</p></div><div><h3>Results</h3><p>Roughly 7–13 % of the variance in instructional quality perceived by the students can be attributed to class characteristics. Higher class-mean interest and a lower proportion of multilingual learners are related to higher cognitive activation. Class-mean self-concept is negatively and interest is positively related to student support. Higher discipline can be significantly explained by higher mean mathematics grades and more female students in the class.</p></div><div><h3>Conclusions</h3><p>Our results underline the importance of considering the classroom context when striving for high instructional quality, highlighting the importance of promoting proximal factors such as student interest.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"94 ","pages":"Article 102005"},"PeriodicalIF":4.7000,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224001324","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Background
As instructional quality is crucial for successful learning, its conditional factors are of particular interest for research and practice. Research showed that distal as well as proximal class composition factors are related to instructional quality. However, it is still unclear to what extent these aspects explain differences in instructional quality between classes of the same teacher.
Aim
This study investigates differences in instructional quality (cognitive activation, classroom management, student support) between classes taught by the same teacher and how these differences are related to distal (gender ratio, SES, proportion of multilingual learners) and proximal (self-concept, interest, mathematics grade) classroom composition factors.
Sample
Analyses are based on 3566 students in 219 classes taught by 106 teachers in 9th-grade mathematics classrooms in Germany.
Methods
We estimated three-level doubly-latent linear mixed models regressing instructional quality on class composition factors with students at level 1, classes at level 2, and teachers at level 3.
Results
Roughly 7–13 % of the variance in instructional quality perceived by the students can be attributed to class characteristics. Higher class-mean interest and a lower proportion of multilingual learners are related to higher cognitive activation. Class-mean self-concept is negatively and interest is positively related to student support. Higher discipline can be significantly explained by higher mean mathematics grades and more female students in the class.
Conclusions
Our results underline the importance of considering the classroom context when striving for high instructional quality, highlighting the importance of promoting proximal factors such as student interest.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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