Quality of Teaching in Segregated Low SES Classes: A Mixed-Methods Study

Autor/inn/en	Dewulf, Lisa; van Braak, Johan; Van Houtte, Mieke
Titel	Quality of Teaching in Segregated Low SES Classes: A Mixed-Methods Study
Quelle	In: Journal of Education for Students Placed at Risk, 27 (2022) 2, S.103-126 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dewulf, Lisa) ORCID (van Braak, Johan) ORCID (Van Houtte, Mieke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2021.2001338
Schlagwörter	Foreign Countries; Educational Quality; Classroom Environment; Classroom Techniques; Teaching Methods; Learning Strategies; Reading Comprehension; Low Income Students; Minority Group Students; At Risk Students; Disadvantaged Schools; Grade 2; Elementary School Students; Disproportionate Representation; Teacher Competencies; Student Characteristics; Belgium + Suchen Sie Ihr Suchwort? Ausland; Quality of education; Bildungsqualität; Klassenklima; Unterrichtsklima; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Leseverstehen; School year 02; 2. Schuljahr; Schuljahr 02; Lehrkunst; Belgien
Abstract	A mixed-methods study was conducted to investigate the relationship between four aspects of quality of teaching (safe and stimulating learning climate, efficient classroom management, adaptation of teaching, teaching learning strategies) and reading comprehension in segregated, low SES classes in Flanders. Second-grade students (n = 312) were tested for reading comprehension, and their teachers' language lessons (n = 22) were observed. A two-level analysis and qualitative video analysis were conducted. The results show that managing the class efficiently and teaching learning strategies are positively related to reading comprehension, while adaptation of teaching is negatively related to students' reading comprehension. The qualitative results deepen the quantitative findings. They offer insights into the difference in teaching quality of the highest and lowest performing teachers for efficient classroom management, adaptation of teaching and teaching learning strategies. The results and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01