Unravelling the challenges of the data-based approach to teaching improvement

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Effectiveness and School Improvement Pub Date : 2021-06-29 DOI:10.1080/09243453.2021.1946568

M. Helms-Lorenz, A. Visscher

引用次数: 5

Abstract

ABSTRACT The goal of this article is to clarify and unravel the complexity and challenges of improving teaching quality, based on measuring teaching quality and feeding back the results to teachers. We analyze different conceptualizations of teaching quality, and synthesize a framework for conceptualizing teaching quality in educational practice. We explain the pros and cons of four types of instruments for measuring teaching quality. Next, we scrutinize the requirements of effectively feeding back teaching quality data and the requirements for effective actions to improve teaching quality. We conclude with implications for improving the consequential validity of teaching quality measurements.

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揭示基于数据的教学改进方法的挑战

本文的目的是通过对教学质量的测量和对教师的反馈，阐明和揭示提高教学质量的复杂性和挑战。分析了教学质量的不同概念，综合了教育实践中教学质量概念的框架。本文阐述了四种测量教学质量的仪器的优缺点。其次，我们仔细研究了有效反馈教学质量数据的要求和提高教学质量的有效行动的要求。最后，我们提出了提高教学质量测量结果效度的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

School Effectiveness and School Improvement EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

0.00%

发文量

期刊介绍： School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform