同一教师所教班级的教学质量与课堂构成之间的联系

IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Learning and Instruction Pub Date : 2024-08-30 DOI:10.1016/j.learninstruc.2024.102005
Anne Heinschel , Sofie Henschel , Camilla Rjosk
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引用次数: 0

摘要

背景 由于教学质量是成功学习的关键,因此其条件因素在研究和实践中尤其受到关注。研究表明,班级组成的远端和近端因素都与教学质量有关。本研究调查了同一教师所教班级之间教学质量(认知激活、课堂管理、学生支持)的差异,以及这些差异与远端(性别比例、社会经济地位、多语言学习者比例)和近端(自我概念、兴趣、数学成绩)课堂组成因素的关系。样本分析基于德国九年级数学课堂中由 106 名教师任教的 219 个班级的 3566 名学生。方法我们估计了三个层次的双延迟线性混合模型,将教学质量与班级组成因素进行回归,第一层次为学生,第二层次为班级,第三层次为教师。班级平均兴趣较高和多语言学习者比例较低与认知激活度较高有关。班级平均自我概念与学生支持呈负相关,而兴趣与学生支持呈正相关。较高的纪律性可以通过较高的数学平均成绩和班级中较多的女生得到明显解释。
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Links between instructional quality and classroom composition in classes taught by the same teacher

Background

As instructional quality is crucial for successful learning, its conditional factors are of particular interest for research and practice. Research showed that distal as well as proximal class composition factors are related to instructional quality. However, it is still unclear to what extent these aspects explain differences in instructional quality between classes of the same teacher.

Aim

This study investigates differences in instructional quality (cognitive activation, classroom management, student support) between classes taught by the same teacher and how these differences are related to distal (gender ratio, SES, proportion of multilingual learners) and proximal (self-concept, interest, mathematics grade) classroom composition factors.

Sample

Analyses are based on 3566 students in 219 classes taught by 106 teachers in 9th-grade mathematics classrooms in Germany.

Methods

We estimated three-level doubly-latent linear mixed models regressing instructional quality on class composition factors with students at level 1, classes at level 2, and teachers at level 3.

Results

Roughly 7–13 % of the variance in instructional quality perceived by the students can be attributed to class characteristics. Higher class-mean interest and a lower proportion of multilingual learners are related to higher cognitive activation. Class-mean self-concept is negatively and interest is positively related to student support. Higher discipline can be significantly explained by higher mean mathematics grades and more female students in the class.

Conclusions

Our results underline the importance of considering the classroom context when striving for high instructional quality, highlighting the importance of promoting proximal factors such as student interest.

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来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
期刊介绍: As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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