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Psychologie fürs Klassenzimmer

Science

Praetorius et al. (2018) | Unterrichtsqualität

2022-10-04

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Thema: Unterrichtsqualität

Um diese Studie geht es in der Folge:

Praetorius, A. K., Klieme, E., Herbert, B., & Pinger, P. (2018). Generic dimensions of teaching quality: The German framework of three basic dimensions. ZDM, 50(3), 407-426.

Diese Forschungsarbeiten werden erwähnt:

zum Thema Oberflächenmerkmale und Tiefenstrukturen:

Kunter, M., & Voss, T. (2013). The model of instructional quality. In COACTIV: A multicriteria analysis. In Cognitive activation in the mathematics classroom and professional competence of teachers (S. 97-124). Springer, Boston, MA.

Forschungsarbeiten zu anderen Modellen der Unterrichtsqualität:

Slavin, R. E. (1994). Quality, appropriateness, incentive, and time: A model of instructional effectiveness. International Journal of Educational Research, 21(2), 141-157.
Ferguson, R. & Danielson, C. (2014). How framework for teaching and Tripod 7Cs evidence distinguish key components of effective teaching. In T. Kane, K. Kerr & R. Pianta (Hrsg.), Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project. (S. 98-143). San Francisco: Jossey-Bass.

Beobachtungsinstrument des Landes Baden-Württemberg, basierend auf den 3 Basisdimensionen:

https://www.baden-wuerttemberg.de/de/service/presse/pressemitteilung/pid/unterrichtsqualitaet-beobachtbar-und-beschreibbar-machen/