Factors Related to Differences in Digitally Measured Student Perceptions of Teaching Quality

Autor/inn/en	Bijlsma, Hannah J. E.; Glas, Cees A. W.; Visscher, Adrie J.
Titel	Factors Related to Differences in Digitally Measured Student Perceptions of Teaching Quality
Quelle	In: School Effectiveness and School Improvement, 33 (2022) 3, S.360-380 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bijlsma, Hannah J. E.) ORCID (Visscher, Adrie J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2021.2023584
Schlagwörter	Computer Assisted Testing; Student Attitudes; Teacher Effectiveness; Student Characteristics; Teacher Characteristics; Institutional Characteristics; Mathematics Education; High School Students; Predictor Variables; Item Response Theory; Individual Differences; Foreign Countries; Mathematics Achievement; Netherlands + Suchen Sie Ihr Suchwort? Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathematische Bildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prädiktor; Item-Response-Theorie; Individueller Unterschied; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Niederlande
Abstract	Modern digital technologies enable the efficient collection and processing of student perceptions of teaching quality. However, students' ratings could be confounded by student, teacher, and classroom characteristics. We investigated students' ratings of 26 teachers who used the digital tool Impact! in their mathematics lessons with 14- and 15-year-old students (n = 717). A Bayesian item response theory (IRT)-model approach was used to model potential associations. High-performing students on average rated their teacher higher than low- and middle-performing students. More likeable and more experienced teachers received higher ratings from their students, and the higher the class's average math grade, the higher the students rated their teachers. Other variables investigated in this study (e.g., student and teacher gender, class size) were not associated with student perceptions of teaching quality. Both related and unrelated factors are discussed. Some implications of the findings for practice, limitations of the study, and suggestions for further research are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01