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The same in German as in English? : Investigating the subject-specificity of teaching quality. / Praetorius, Anna-Katharina ; Vieluf, Svenja; Saß, Steffani; Bernholt, Andrea; Klieme, Eckhard.

in: Zeitschrift für Erziehungswissenschaft, Band 19, Nr. 1, 03.2016, S. 191-209.

Publikation: Forschung - BegutachtungZeitschriftenaufsätze

Harvard

Praetorius, A-K, Vieluf, S, Saß, S, Bernholt, A & Klieme, E 2016, 'The same in German as in English?: Investigating the subject-specificity of teaching quality' Zeitschrift für Erziehungswissenschaft, Bd 19, Nr. 1, S. 191-209. DOI: 10.1007/s11618-015-0660-4

APA

Praetorius, A-K., Vieluf, S., Saß, S., Bernholt, A., & Klieme, E. (2016). The same in German as in English? Investigating the subject-specificity of teaching quality. Zeitschrift für Erziehungswissenschaft, 19(1), 191-209. DOI: 10.1007/s11618-015-0660-4

Vancouver

Praetorius A-K, Vieluf S, Saß S, Bernholt A, Klieme E. The same in German as in English?: Investigating the subject-specificity of teaching quality. Zeitschrift für Erziehungswissenschaft. 2016 Mrz;19(1):191-209. Erhältlich von, DOI: 10.1007/s11618-015-0660-4

BibTeX

@article{03e92709abe34a13a1c7b021e2f21198,
title = "The same in German as in English?: Investigating the subject-specificity of teaching quality",
abstract = "Teaching quality often is assumed to be a personal and stable characteristic of teachers. Whether this is true has scarcely been investigated empirically. In this study the extent to which value-added scores of teachers teaching German and English as a foreign language (EFL) to the same class remain consistent across subjects was investigated. Then, the consistency of two teaching quality dimensions—classroom management and motivational support—across subjects was explored. A sample consisting of 25 classes with 548 students to whom German and EFL were taught by the same teacher was analyzed using multivariate multilevel models and generalizability theory. The results showed that the value-added scores were highly correlated across subjects. While there was hardly any subject-dependent variance in classroom management, there was substantial subject-dependent variance in motivational support. The results indicate that it is important to conduct further studies on the situational and contextual factors that might influence teaching quality to gain a more comprehensive picture regarding the consistency of teaching quality across various conditions.",
keywords = "Research in teaching and learning, Unterrichtsqualität, generalizability theory, teacher effectiveness, teaching quality, subject specificity, value-added model",
author = "Anna-Katharina Praetorius and Svenja Vieluf and Steffani Saß and Andrea Bernholt and Eckhard Klieme",
year = "2016",
month = "3",
doi = "10.1007/s11618-015-0660-4",
volume = "19",
pages = "191--209",
journal = "Zeitschrift für Erziehungswissenschaft",
issn = "1434-663X",
publisher = "Springer VS",
number = "1",

}

RIS

TY - JOUR

T1 - The same in German as in English?

T2 - Zeitschrift für Erziehungswissenschaft

AU - Praetorius,Anna-Katharina

AU - Vieluf,Svenja

AU - Saß,Steffani

AU - Bernholt,Andrea

AU - Klieme,Eckhard

PY - 2016/3

Y1 - 2016/3

N2 - Teaching quality often is assumed to be a personal and stable characteristic of teachers. Whether this is true has scarcely been investigated empirically. In this study the extent to which value-added scores of teachers teaching German and English as a foreign language (EFL) to the same class remain consistent across subjects was investigated. Then, the consistency of two teaching quality dimensions—classroom management and motivational support—across subjects was explored. A sample consisting of 25 classes with 548 students to whom German and EFL were taught by the same teacher was analyzed using multivariate multilevel models and generalizability theory. The results showed that the value-added scores were highly correlated across subjects. While there was hardly any subject-dependent variance in classroom management, there was substantial subject-dependent variance in motivational support. The results indicate that it is important to conduct further studies on the situational and contextual factors that might influence teaching quality to gain a more comprehensive picture regarding the consistency of teaching quality across various conditions.

AB - Teaching quality often is assumed to be a personal and stable characteristic of teachers. Whether this is true has scarcely been investigated empirically. In this study the extent to which value-added scores of teachers teaching German and English as a foreign language (EFL) to the same class remain consistent across subjects was investigated. Then, the consistency of two teaching quality dimensions—classroom management and motivational support—across subjects was explored. A sample consisting of 25 classes with 548 students to whom German and EFL were taught by the same teacher was analyzed using multivariate multilevel models and generalizability theory. The results showed that the value-added scores were highly correlated across subjects. While there was hardly any subject-dependent variance in classroom management, there was substantial subject-dependent variance in motivational support. The results indicate that it is important to conduct further studies on the situational and contextual factors that might influence teaching quality to gain a more comprehensive picture regarding the consistency of teaching quality across various conditions.

KW - Research in teaching and learning

KW - Unterrichtsqualität

KW - generalizability theory

KW - teacher effectiveness

KW - teaching quality

KW - subject specificity

KW - value-added model

U2 - 10.1007/s11618-015-0660-4

DO - 10.1007/s11618-015-0660-4

M3 - Journal articles

VL - 19

SP - 191

EP - 209

JO - Zeitschrift für Erziehungswissenschaft

JF - Zeitschrift für Erziehungswissenschaft

SN - 1434-663X

IS - 1

ER -

ID: 562715