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Article
Open AccessTeachers’ and principals’ perceptions of school emphasis on academic success: measurement invariance, agreement, and relations to student achievement
A school’s emphasis on academic success (SEAS) is a crucial aspect of school climate that can be rated by different informants, such as teachers or principals, and with respect to their perception of different...
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Open AccessEffects of observation mode on ratings of teaching quality in secondary mathematics classrooms
In educational research, teaching quality is extensively studied because of its role of a mediator between teacher characteristics and student learning. However, empirical evidence on differences between video...
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Equality in Content Coverage in the Nordic Countries?
Socioeconomic inequalities in student achievement are often attributed to diverse family backgrounds, which provide students with different prerequisites for success and support during schooling. The role of s...
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Open AccessMeasuring Pre-service Primary Teachers’ Shame in Mathematics—a Comprehensive Validation Study
Emotions play an essential role in educational processes. Previous research has mainly dealt with achievement emotions which are experienced in specific situations such as exams or learning situations in mathe...
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Grundzüge einer Validierungsstrategie zur Erfassung von Unterrichtsqualität im Mathematikunterricht
Dieser Beitrag entstand im Rahmen der Studien TEDS-Unterricht und TEDS-Validierung und interpretiert die Ergebnisse dieser Studien im Sinne einer Validierungsstrategie zur Erhebung von Unterrichtsqualität im M...
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Reference Work Entry In depth
Introduction to the Comparative Large-Scale Studies in Education: Structure and Overview of the Handbook
The International Handbook of Comparative Large-Scale Studies in Education presents theoretical and empirical perspectives on international large-scale assessments (ILSAs) in education, their methodology, and key...
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Living Reference Work Entry In depth
Introduction to the Comparative Large-Scale Studies in Education: Structure and Overview of the Handbook
The International Handbook of Comparative Large-Scale Studies in Education presents theoretical and empirical perspectives on international large-scale assessments (ILSAs) in education, their methodology, and key...
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Chapter
Studien zur professionellen Kompetenz von Mathematiklehrkräften – Das TEDS-Forschungsprogramm im Überblick
Die Lehrerprofessionsforschung war in den letzten 15 Jahren geprägt durch umfangreiche empirische Forschungsprojekte zur Untersuchung professioneller Kompetenz angehender und praktizierender Lehrkräfte. Zentra...
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Living Reference Work Entry In depth
Conceptual and Methodological Accomplishments of ILSAs, Remaining Criticism and Limitations
This chapter summarizes conceptual, methodological, and empirical accomplishments and limitations of international large-scale assessments (ILSAs) in education taking into account, among others, the lessons le...
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Reference Work Entry In depth
IEA’s Teacher Education and Development Study in Mathematics (TEDS-M)
TEDS-M (Teacher Education and Development Study in Mathematics) was carried out in 17 countries by the International Association for the Evaluation of Educational Achievement (IEA). It was the first internatio...
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Reference Work Entry In depth
Conceptual and Methodological Accomplishments of ILSAs, Remaining Criticism and Limitations
This chapter summarizes conceptual, methodological, and empirical accomplishments and limitations of international large-scale assessments (ILSAs) in education taking into account, among others, the lessons le...
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Article
Open AccessThe links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom
It is widely assumed that teachers play a key role in providing high-quality learning opportunities to students and fostering students’ learning. Yet it is still unclear how specific teacher knowledge facets a...
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Open AccessRelationship Between Chinese Mathematics Teachers’ Knowledge and Their Professional Noticing
Although research on teachers’ noticing in mathematics education has significantly increased over the last decade, little is known about the relationship between teachers’ noticing and teachers’ knowledge as a...
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Open AccessErfassung der fachspezifischen Qualität von Mathematikunterricht: Faktorenstruktur und Zusammenhänge zur professionellen Kompetenz von Mathematiklehrpersonen
Die deutschsprachige Unterrichtsforschung unterscheidet bereits seit längerem drei Basisdimensionen der Unterrichtsqualität: Effiziente Klassenführung, konstruktive Unterstützung und Potential zur kognitiven A...
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Open AccessAcademic resilience: underlying norms and validity of definitions
Academic resilience refers to students’ capacity to perform highly despite a disadvantaged background. Although most studies using international large-scale assessment (ILSA) data defined academic resilience w...
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Living Reference Work Entry In depth
IEA’s Teacher Education and Development Study in Mathematics (TEDS-M)
TEDS-M (Teacher Education and Development Study in Mathematics) was carried out in 17 countries by the International Association for the Evaluation of Educational Achievement (IEA). It was the first internatio...
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Article
Mathematikangst bei angehenden frühpädagogischen Fachkräften: Bedeutsam für professionelles Wissen und Wahrnehmung von mathematischen Inhalten im Kita-Alltag?
Die Fähigkeit, mathematische Inhalte in Spielsituationen der Kindertagesstätte zu identifizieren, um diese für eine angemessene Förderung mathematischer Kompetenzen bei Kindern zu nutzen, kann als ein wesentli...
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Variabilität und Generalisierbarkeit von Ratings zur Qualität von Mathematikunterricht zwischen und innerhalb von Unterrichtsstunden
Der Erfassung von Unterrichtsqualität durch Beobachterratings ist in den letzten Jahren viel Aufmerksamkeit zuteilgeworden. Erste Evidenz liegt dabei auch zu deren Variabilität zwischen mehreren Unterrichtsstu...
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Open AccessRelationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China
In this paper we examine the relationship between teachers’ knowledge, beliefs and instructional practices based on a study with 495 Chinese pre-service mathematics teachers. The results indicate that Chinese ...
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Article
Open AccessProfiles of mathematics teachers’ competence and their relation to instructional quality
Most of the research examining the relation between instructional quality (INQUA) and mathematics teachers’ competence was restricted to a limited set of competence facets. Furthermore, mostly variable-oriente...
