Teacher Collaboration, Instructional Quality, and Student Outcomes: A re-analysis of Helmut Fend's 'Drei-Lander-Studie'

被引：0

作者：

Steinert, Brigitte ^{[1
]}

Dohrmann, Julia ^{[1
]}

Schmid, Christine ^{[1
]}

机构：

[1] DIPF, Leibniz Inst Bildungsforsch & Bildungsinformat, Rostocker Str 6, D-60323 Frankfurt, Germany

来源：

ZEITSCHRIFT FUR PADAGOGIK | 2019年 / 65卷 / 01期

关键词：

Student Achievement; Student Well-being; Instructional Quality; Teacher Collaboration; SCHOOL; CLASSROOM; KNOWLEDGE; MODELS;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Based on Fend's supply-use model of teaching and learning, the data from his three-country study of 1978/1979 are examined with three-level regression models to see whether dimensions of teaching quality can be predicted by school quality and whether the achievement and the well-being of students in English and mathematics can be predicted by dimensions of school and teaching quality. The relationships are partly equal for both subjects, partly specific. Teacher collaboration is correlated with teacher support in English lessons and with requirements and structuredness in maths lessons. Well-being in both subjects is correlated with all three dimensions of teaching quality. Achievement can only be predicted in maths by the requirements.

引用

页码：40 / 55

页数：16