Welcome to my Lecture!
Teaching quality as a research field of
empirical research on teaching and
school development
Prof. Dr. phil. Gerhard W. Schnaitmann, M.A
Disposition
1. Introduction
2. Heuristic analysis of teaching quality concept
and measurement of teaching quality (individual
and group work)
3. An example of empirical teaching research
3.1 What is teaching quality?
3.2 To the research of teaching quality
3.3 Research questions and a sample of studies (a
method for capturing learning strategies)
4. Results
5. Summary
Prof.Dr.G.W. Schnaitmann, M.A.
September 2011
Teaching quality as a research field of
empirical research on teaching and
school development
2
1. Introduction
2. Heuristic analysis
3 . An example of
empirical teaching
research
4. Results
5. Summary
Teaching quality plays a very important role in the context
of school development and school quality
Teaching quality is the central concern of school
development- and school quality discussion
PD Dr. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
3
1. Introduction
2. Heuristic analysis
3 . An example of
empirical teaching
research
4. Results
5. Summary
„ The discussion of school quality is essential not isolated
from each other to look at the various educational areas but
consider their mutual interactions and use. The focus is on
the improvement of teaching quality."
(Leitfaden Selbstevaluation, Stuttgart, 2007)
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
4
1. Introduction
2. Heuristic analysis
3 . An example of
empirical teaching
research
4. Results
5. Summary
Project QUS – Quality in education and school:
„ Teaching quality focus quality discussion and school
development“ (Kultusministerium Baden-Württemberg und
Regierungspräsidium Karlsruhe)
„ The quality of teaching largely determines the quality of
school. The classroom is and remains the core business of
school and is therefore provided by QUS focus on school
development“
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
5
1. Introduction
2. Heuristic analysis
3 . An example of
empirical teaching
research
4. Results
5. Summary
„ Teaching quality, which is to have real content must be
done within the framework of school development.“
(Rolff, Stuttgart 2003)
„ Teaching development everywhere become to the center of
school development." („... There is hardly a reform area
about whose priority you is so agreed.")
(Rolff, Weinheim 2007)
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
6
1. Introduction
2. Heuristic analysis
3 . An example of
empirical teaching
research
4. Results
5. Summary
„Niedersächsisches approach to improving educational
quality" (October 2007)
" Teaching quality... central part of the school development “
(Chapter 3, page 7)
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
7
1. Introduction
2. Heuristic analysis
3 . An example of
empirical teaching
research
4. Results
5. Summary
1. What means teaching quality?
2. How teaching quality empirically observed, determine, or
perhaps even measure?
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
8
1. Introduction
2. Heuristic analysis
3.1 What is teaching quality?
3 . An example of
empirical teaching
research
4. Results
3.2 To the research of teaching quality
5. Summary
3.3 Forschungsfragen und ein Beispiel
Teaching quality as Metakonstrukt depends on the
optimization of school learning regarding cognitive and
(psycho-) social and affective target criteria.
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
9
1. Introduction
2. Heuristic analysis
3.1 What is teaching quality?
3 . An example of
empirical teaching
research
3.2 To the research of teaching quality
4. Results
5. Summary
3.3 Research questions and an example
 Cognitive objectives of teaching (knowledge-,
understanding-, application-, analytical-, synthetic-,
assessment objectives-after Bloom et al., 1956)
 Expertise and key qualifications (-competencies)
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
10
1. Introduction
2. Heuristic analysis
3.1 What is teaching quality?
3 . An example of
empirical teaching
research
4. Results
3.2 To the research of teaching quality
5. Summary
3.3 Research questions and an example
 Educational aims(acquisition of intelligent knowledge,
application-ready knowledge, learning to learn, acquisition
of social competencies, value orientations - after Weinert,
2000)
 The teacher knowledge, -competencies
 Class and teaching climate (framework conditions, etc.)
(compiled by Helmke, 2003)
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
11
1. Introduction
2. Heuristic analysis
3.1 What is teaching quality?
1.
3 . An example of
empirical teaching
research
3.2 To the research of teaching quality
4. Results
5. Summary
3.3 Research questions and an example
Knowledge, understanding, skills
(What should be learned?)
1.1
Create knowledge base
1.2
Learn understanding
1.3
Skills: acquire skills
1.4
Know educational theories
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
12
1. Introduction
2. Heuristic analysis
3.1 What is teaching quality?
2.
3 . An example of
empirical teaching
research
3.2 To the research of teaching quality
4. Results
5. Summary
3.3 Research questions and an example
Natural active instructor centred and reflexive
(How can be learned?)
2.1
Independently and cooperatively learn
2.2
Guide to teach and stimulating
2.3
Regularly review the learning levels (H. G. Rolff
2003).
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
13
1. Introduction
2. Heuristic analysis
3.1 What is teaching quality?
3 . An example of
empirical teaching
research
3.2 To the research of teaching quality
4. Results
5. Summary
3.3 Research questions and an example
The teaching research plays a key role in the provision,
analysis, assessment and evaluation of educational quality.
(cf. Helmke, 2003)
It is the reference to the instruction-related teaching-learning
research and climate research.
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
14
1. Introduction
3 . An example of
empirical teaching
research
2. Heuristic analysis
3.1 What is teaching quality?
3.2 To the research of teaching quality
4. Results
5. Summary
3.3 Research questions and an example
Which description dimensions dump what teaching aspects
under the teaching quality framework?
Teaching quality does not immediately capture but only
mediated by the judgments of:
•
Students
•
Teachers
•
Teaching observers
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
15
1. Introduction
2. Heuristic analysis
3.1 What is teaching quality?
3 . An example of
empirical teaching
research
3.2 To the research of teaching quality
4. Results
5. Summary
3.3 Research questions and an example
It‘s a matter of
• Similarities
• Differences and
• Specific details
These three are data sources.
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
16
1. Introduction
2. Heuristic analysis
3.1 What is teaching quality?
3 . An example of empirical teaching research
3.2 To the research of teaching quality
4. Results
5. Summary
3.3 Research questions and an example
(1) How the perceptions of pupils, teachers and observers as
perspectives of teaching experience match?
(2) The three perspectives in a common model can be
mapped or find structural differences between the
perspectives of perceptions?
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
17
1. Introduction
2. Heuristic analysis
3.1 What is teaching quality?
3 . An example of
empirical teaching
research
4. Results
3.2 To the research of teaching quality
5. Summary
3.3 Research questions and an example
(3) How do you describe matches empirically found in
accordance with the model matching in the perception of
teaching?
(4) For the perceptions of pupils, teachers and observers be
found relationships to other criteria of teaching quality
(such as performance and motivation)?
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
18
1. Introduction
2. Heuristic analysis
3.1 What is teaching quality?
3 . An example of
empirical teaching
research
3.2 To the research of teaching quality
4. Results
5. Summary
3.3 Research questions and an example
Figure a common educational reality
or
Figure different representations of this reality
It is possible to establish a spanned (measurement) model
capture the quality of education regardless of the respective
data source.
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
19
1. Introduction
2. Heuristic analysis
3.1 What is teaching quality?
3 . An example of
empirical teaching
research
3.2 To the research of teaching quality
4. Results
5. Summary
3.3 Research questions and an example
Research traditions of teaching quality research::
 Classical teaching learning research: it stresses the
neutrality of scientific observation and relies primarily
on trained appraiser.
 The teaching climate research emphasizes the
subjectivity of perception of actors in the learning
environment "Lessons“ and is based on student
judgments and teacher judgments as social
perceptions.
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
20
1. Introduction
2. Heuristic analysis
3.1 What is teaching quality?
3 . An example of
empirical teaching
research
3.2 To the research of teaching quality
4. Results
5. Summary
3.3 Research questions and an example
Research questions:
 Can perceptions in education from the perspective of
students, teachers and outside observers as Understood
indicators of same constructs?
 Are thoroughly, students and observer perceptions and
Judgments comparable?
 Distinguish the different data sources
regarding their predictive value for the cognitive or the
emotional development of students?
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
21
1. Introduction
2. Heuristic analysis
3.1 What is teaching quality?
3 . An example of
empirical teaching
research
3.2 To the research of teaching quality
4. Results
5. Summary
3.3 Research questions and an example
Procedure for capturing learning strategies
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
22
1. Introduction
2. Heuristic analysis
3.1 What is teaching quality?
3 . An example of
empirical teaching
research
3.2 To the research of teaching quality
4. Results
5. Summary
3.3 Research questions and an example
Tasks
1. Read the letter from Friedrich Hölderlin from 2. September
1795 through education!
2. Observe and record your interactions (concrete actions,
considerations, techniques, strategies, etc.)
a) before reading
b) during reading
c) after reading
3. Edit your learning strategies questionnaire!
4. Edit and discuss the tasks 2. and 3. with a partner / a partner
or in a group!
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
23
1. Introduction
2. Heuristic analysis
3 . An example of
empirical teaching
research
4. Results
5. Summary
The three major groups of categories of learning strategies:
(1)
cognitive strategies (Memorier-, Elaborat information,
organization and transformation strategies)
(2)
metacognitive strategies (monitoring and regulation
in planning and selection of strategies).
-> Depth processing strategies
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
24
1. Introduction
2. Heuristic analysis
3 . An example of
empirical teaching
research
4. Results
5. Summary
(3) Strategies of resource management
(monitoring effort and attention and conscientious use of the
learning time are internal Resource management;
development of personal - common learning - and
sächlichen Lernumwelt- design the learning environment,
procurement and use materials).
-> Interface strategies (support strategies)
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
25
1. Introduction
2. Heuristic analysis
3 . An example of
empirical teaching
research
4. Results
5. Summary
Diagnose assessing and evaluating
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
26
Literature:
Clausen, Marten. (2002). Unterrichtsqualität: eine Frage der
Perspektive. Münster: Waxmann.
Helmke, Andreas; Schneider, Wolfgang und Weinert, FranzEmanuel (1986). Quality of instruction and classroom
learning outcomes: The German contribution to the
IEA classroom environment study. In Teaching and
Teacher Education, 2, 1-18
Helmke Andreas. (2003). Unterrichtsqualität erfassen,
bewerten, verbessern. Seelze: Kallmeyersche
Verlagsbuchhandlung.
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
27
Literature:
Krapp, Andreas & Prenzel Manfred. (1992). Interessen,
Lernen, Leistung. Neuere Ansätze der pädagogischpsychologischen Interessenforschung. Münster:
Aschendorff.
Krapp, Andreas. (1993). Lernstrategien: Konzepte,
Methoden und Befunde. In Unterrichtswissenschaft,
21 (4), S. 291-311;
Niedersächsisches Kultusministerium. (2007).
Niedersächsisches Konzept zur Verbesserung der
Unterrichtsqualität. Hannover.
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
28
Literature:
Pintrich, P.R.; Smith, D. & McKeachie, W. J. (1989).
Motivated strategies for learning questionnaire
(MSLQ). Ann Arbor: University of Michigan.
Rolff, Hans-Günter. (2003). Schulentwicklung und
Unterrichtsqualität. Stuttgart (unveröffentlicht).
Rolff, Hans-Günter. (2006). Unterrichtsentwicklung als
Schulentwicklung. In Bos, Wilfried; Holtappels,
Heinz Günter; Pfeiffer, Hermann; Rolff, Hans-Günter;
Schulz-Zander, Renate: Jahrbuch der Schulentwicklung. Daten, Beispiele und Perspektiven.
(Band 14). Weinheim: Juventa.
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
29
Literature:
Rolff, Hans-Günter. (2007). Studien zu einer Theorie der
Schulentwicklung. Weinheim: Beltz.
Weinstein, C.E.; Goetz, A. & Alexander, Patricia. (1988).
Learning and study strategies. Issues in Assessment,
Instruction, and Evaluation. New York: Academic Press.
PD DR. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
30
Thanks a lot
for your attention!
more Information:
www.ph-gmuend.de
and
http://www.ph-gmuend.de/deutsch/lehrende-az/s/schnaitmann_gerhard.php?navanchor=1010026
Prof. Dr. G.W.
Schnaitmann, M.A.
Teaching quality as a
research field
31