Observed Teaching Behaviour in Secondary Education across Six Countries: Measurement Invariance and Indication of Cross-National Variations

Autor/inn/en	Maulana, Ridwan; André, Stéfanie; Helms-Lorenz, Michelle; Ko, James; Chun, Seyeoung; Shahzad, Abid; Irnidayanti, Yulia; Lee, Okhwa; de Jager, Thelma; Coetzee, Thys; Fadhilah, Nurul
Titel	Observed Teaching Behaviour in Secondary Education across Six Countries: Measurement Invariance and Indication of Cross-National Variations
Quelle	In: School Effectiveness and School Improvement, 32 (2021) 1, S.64-95 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maulana, Ridwan) ORCID (André, Stéfanie) ORCID (Helms-Lorenz, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2020.1777170
Schlagwörter	Foreign Countries; Comparative Education; Teacher Behavior; Secondary School Teachers; Teacher Effectiveness; Classroom Observation Techniques; Comparative Analysis; Educational Quality; Academic Achievement; Cross Cultural Studies; Educational Environment; Classroom Techniques; Instructional Effectiveness; Teaching Methods; Individualized Instruction; Learning Strategies; Netherlands; South Korea; South Africa; Indonesia; Hong Kong; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Schulleistung; Cultural comparison; Kulturvergleich; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Individualisierender Unterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Niederlande; Korea; Republik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Indonesien; Hongkong
Abstract	Effective teaching is a key factor in educational effectiveness and improvement. To facilitate the knowledge exchange regarding effective teaching in secondary education internationally, there has been a growing interest in using classroom observation measures. However, little is known regarding the comparability of observation measures across various national contexts (measurement invariance). Consequently, comparing effective teaching behaviour across contexts is compromised by issues of construct and measurement equivalence. In the present study, we investigated measurement invariance of the International Comparative Analysis of Learning and Teaching (ICALT) for measuring teaching behaviour across various national contexts including the Netherlands, South Korea, South Africa, Indonesia, Hong Kong-China, and Pakistan. Results showed that ICALT indicates full strict invariance in four out of the six countries, which provides a possibility to compare teaching behaviour in the Netherlands, South Korea, South Africa, and Indonesia. South Korea indicated the highest quality of teaching behaviour, while Indonesia indicated the lowest. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01