Unravelling the Challenges of the Data-Based Approach to Teaching Improvement

Autor/inn/en	Helms-Lorenz, Michelle; Visscher, Adrie J.
Titel	Unravelling the Challenges of the Data-Based Approach to Teaching Improvement
Quelle	In: School Effectiveness and School Improvement, 33 (2022) 1, S.125-147 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Helms-Lorenz, Michelle) ORCID (Visscher, Adrie J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2021.1946568
Schlagwörter	Instructional Improvement; Teacher Effectiveness; Feedback (Response); Measurement; Formative Evaluation; Value Added Models; Self Evaluation (Individuals); Teacher Evaluation; Observation; Validity; Student Evaluation of Teacher Performance + Suchen Sie Ihr Suchwort? Unterrichtsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Messverfahren; Teacher appraisal; Lehrerbeurteilung; Beobachtung; Gültigkeit
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01