One lesson is all you need? Stability of instructional quality across lessons

Praetorius, Anna‐Katharina; Pauli, Christine; Reusser, Kurt; Rakoczy, Katrin; Klieme, Eckhard

doi:10.1016/j.learninstruc.2013.12.002

Cited by 252 publications

(167 citation statements)

References 34 publications

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“…Therefore, the mediators although treated as such are technically not on the same level of generalization: Cognitive activation is assessed lesson specific whereas enthusiastic teaching is assessed on a generalized level. A previous study reported on the relative stability of social supportive behaviors (which would also include enthusiastic teaching), but found high lesson-to-lesson variability of cognitive activation (Praetorius, Pauli, Reusser, Rakoczy, & Klieme, 2014). This needs to be kept in mind when interpreting the findings of the present study.…”

Section: Study Strengths and Limitationsmentioning

confidence: 64%

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

2016

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This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students' interest. So far, however, most research either focused on knowledge or motivation (both on the students' as well as the teachers' side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N ¼ 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi-method approach in combining data obtained from testinstruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi-level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students' achievement; the effect was mediated by cognitive activation. Teachers' motivation predicted students' interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students' interest, nor teacher motivation students' achievement. This implies that in order to improve students' cognitive as well as affective outcomes, both teachers' knowledge but also their motivation need to be considered. motivation need to be considered.

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Section: Study Strengths and Limitationsmentioning

confidence: 64%

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

2016

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“…For each teacher, three lessons were recorded within a span of a week. This allowed us enough data sets to establish general patterns of practice for each teacher (Hugener et al, 2009;Praetorius et al, 2014;Seidel and Prenzel, 2006). For each lesson recorded, two video cameras and one audio recorder was used.…”

Section: Methodsmentioning

confidence: 99%

Classroom Practice and the Quality of Teaching: Where a Nation is Going?

Tee¹,

Samuel²,

Nor³

et al. 2018

JICE

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“…Due to time and cost limitations of researchers as well as practitioners, the researcher can only be present in the setting for a limited time, so it is very likely that the researcher misses out on important interactions and it is arguable if a time sample of 3-4 h is representative for the practice in the group and the setting. Praetorius et al (2014) recently showed for the observations of instructional quality of mathematics lessons in secondary school that the observation of nine lessons would be needed to generate reliable and valid conclusions on the level of cognitive activation. Given the nature of child-and situation-oriented pedagogy in ECEC, it may be hypothesized that observational intervals in ECEC would need to be even longer.…”

Section: The Nature Of Pedagogy In Ececmentioning

confidence: 99%