Recent Advances in Measuring Teaching Quality
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".
Deadline for manuscript submissions: closed (30 June 2025) | Viewed by 1155
Special Issue Editors
Interests: performance assessment, in particular measuring teaching quality with classroom observation; generalizability theory; validity practice
Special Issue Information
Dear Colleagues,
Teaching quality is widely captured in education research (Berliner, 2005), providing data that are useful for various purposes (e.g., providing formative assessment to teachers, exploring student learning, or evaluating professional development activities). While the field has made some progress in recent years with regard to the terminology and underlying theories across different frameworks, less work is available on how to accurately measure and statistically model teaching quality teaching effectiveness. This is important because alignment between conceptualization, measurement, and statistical models is needed in order for researchers to draw valid conclusions from data (White et al., 2024).
In this Special Issue, we wish to shed light on how researchers capture teaching quality and teaching effectiveness across a variety of purposes, modeling approaches, and educational settings. We invite original research articles from both conceptual and empirical perspectives, as well as review articles. So long as the relevance to measuring teaching quality is explicitly discussed, research areas may include (but are not limited to) the following:
- Reviews on measures or statistical models;
- Conceptual work on the fundamentals of measurement;
- Validity practice;
- Innovative modeling approaches (e.g., formative measurement models, combining psychometric models such as Item Response Theory and Generalizability Theory);
- Mixed-methods research;
- Measuring teaching quality in interventions or evaluation research;
- Contextual issues related to teaching quality (e.g., how to measure teaching quality across different teaching methods, lesson goals, or student populations).
We look forward to receiving your contributions.
References
- White, M., Edelsbrunner, P. A., & Thurn, C. M. (2024). The conceptualisation implies the statistical model: implications for measuring domains of teaching quality. Assessment in Education: Principles, Policy & Practice, 1-25. https://doi.org/10.1080/0969594X.2024.2368252.
- Berliner, David. (2005). The Near Impossibility of Testing for Teacher Quality. Journal of Teacher Education - J TEACH EDUC. 56. 205-213. 10.1177/0022487105275904.
Dr. Armin Jentsch
Dr. Mark White
Guest Editors
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Keywords
- teaching quality
- educational effectiveness
- classroom observation
- student ratings
- student feedback
- item response theory
- structural equation modeling (SEM)
- generalizability theory
- validity
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