{"title":"开发教师反馈工具:利用Rasch模型探索教师有效教学策略和行为的发展","authors":"R. M. van der Lans, W. van de Grift, K. van Veen","doi":"10.1080/00220973.2016.1268086","DOIUrl":null,"url":null,"abstract":"ABSTRACT This study connects descriptions of effective teaching with descriptions of teacher development to advance an initial understanding of how effective teaching may develop. The study's main premise is that descriptions of effective teaching develop cumulatively where more basic teaching strategies and behaviors are required before teachers may advance to more complex teaching behaviors. The sample incorporates teaching behaviors observed across 878 classrooms. Teaching behaviors were observed using the International Comparative Analysis of Learning and Teaching (ICALT) observation protocol. Using Rasch analysis, the study reveals that 31 of 32 effective teaching behaviors fit cumulative ordering. The ordering also parallels descriptions of teacher development. Together the results indicate that the instrument is a potentially useful tool to describe teachers' development of effective teaching.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"86 1","pages":"247 - 264"},"PeriodicalIF":2.2000,"publicationDate":"2018-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.2016.1268086","citationCount":"70","resultStr":"{\"title\":\"Developing an Instrument for Teacher Feedback: Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors\",\"authors\":\"R. M. van der Lans, W. van de Grift, K. van Veen\",\"doi\":\"10.1080/00220973.2016.1268086\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT This study connects descriptions of effective teaching with descriptions of teacher development to advance an initial understanding of how effective teaching may develop. The study's main premise is that descriptions of effective teaching develop cumulatively where more basic teaching strategies and behaviors are required before teachers may advance to more complex teaching behaviors. The sample incorporates teaching behaviors observed across 878 classrooms. Teaching behaviors were observed using the International Comparative Analysis of Learning and Teaching (ICALT) observation protocol. Using Rasch analysis, the study reveals that 31 of 32 effective teaching behaviors fit cumulative ordering. The ordering also parallels descriptions of teacher development. Together the results indicate that the instrument is a potentially useful tool to describe teachers' development of effective teaching.\",\"PeriodicalId\":47911,\"journal\":{\"name\":\"Journal of Experimental Education\",\"volume\":\"86 1\",\"pages\":\"247 - 264\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2018-04-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/00220973.2016.1268086\",\"citationCount\":\"70\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Experimental Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/00220973.2016.1268086\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Experimental Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/00220973.2016.1268086","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
Developing an Instrument for Teacher Feedback: Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors
ABSTRACT This study connects descriptions of effective teaching with descriptions of teacher development to advance an initial understanding of how effective teaching may develop. The study's main premise is that descriptions of effective teaching develop cumulatively where more basic teaching strategies and behaviors are required before teachers may advance to more complex teaching behaviors. The sample incorporates teaching behaviors observed across 878 classrooms. Teaching behaviors were observed using the International Comparative Analysis of Learning and Teaching (ICALT) observation protocol. Using Rasch analysis, the study reveals that 31 of 32 effective teaching behaviors fit cumulative ordering. The ordering also parallels descriptions of teacher development. Together the results indicate that the instrument is a potentially useful tool to describe teachers' development of effective teaching.
期刊介绍：
The Journal of Experimental Education publishes theoretical, laboratory, and classroom research studies that use the range of quantitative and qualitative methodologies. Recent articles have explored the correlation between test preparation and performance, enhancing students" self-efficacy, the effects of peer collaboration among students, and arguments about statistical significance and effect size reporting. In recent issues, JXE has published examinations of statistical methodologies and editorial practices used in several educational research journals.
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