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Education Sciences
Special Issues
Teaching Quality, Teaching Effectiveness, and Teacher Assessment
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Teaching Quality, Teaching Effectiveness, and Teacher Assessment

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: closed (10 December 2024) | Viewed by 11017

Special Issue Editor

Prof. Dr. Misty Sato

E-Mail Website
Guest Editor
School of Teacher Education, University of Canterbury, Christchurch 8041, New Zealand
Interests: teacher professional learning; teacher performance assessment; policies that impact teachers and teaching practice; teacher inquiry; teacher education program design; teacher leadership; phronesis and practical knowledges; practice-based learning; dispositions for teaching in equity-driven ways

Special Issue Information

Dear Colleagues,

Quality education is often linked to the quality of the teaching workforce, making teaching one of the key levers of educational improvement and success. Therefore, teaching quality, teaching effectiveness, and teacher assessment are global topics of interest among researchers, policy makers, and practitioners. This includes teachers during their preparation experience as they transition into their early career of teaching, as well as experienced practicing teachers. Methods of determining teaching quality and effectiveness have been under development over the last three decades, producing complex teaching performance assessments, multi-faceted teacher evaluation schemes, and policy contexts that both support and control the work of teachers through measures and assessments of teaching quality.

This Special Issue aims to provide a compilation of current research that takes up questions related to teaching quality, teaching effectiveness, and teacher assessment. The scope of this Special Issue is international, with the intention of linking researchers who focus on issues of describing, measuring, assessing, and supporting teaching quality across key themes in this research arena. These key themes are organized by questions such as:

  • What are the theoretical perspectives that guide teaching quality and teaching effectiveness research and practice?
  • What aspects of teaching are attended to when determining teaching quality and teacher effectiveness (e.g., performance, dispositions, student learning/achievement, collaboration, leadership)?
  • What methods of assessments are used to determine teaching quality and teacher effectiveness and what are their impacts?
  • What are the supports and barriers to creating reliable and valid schemes for determining teaching quality and teaching effectiveness? 

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following: theoretical arguments or critical reviews for what counts as teaching quality or effectiveness; reviews of particular methods of teacher assessment; critiques of teaching quality or teaching effectiveness schemes; data-centred studies of local, regional, or national teacher assessment processes. We are not interested in descriptions of assessment methods unless they include data that illuminate the mechanisms or impact of the assessment. 

We look forward to receiving your contributions. 

Prof. Dr. Misty Sato
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • teaching quality
  • teaching effectiveness
  • teacher assessment
  • teacher performance assessment

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (4 papers)

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Research

13 pages, 429 KiB  
Article
Application of Diverse Teaching Strategies in Aging Education Courses to Enhance Caregiving Competence
by Shang-Yu Yang, Pin-Hsuan Lin and Chin-Mao Chen
Educ. Sci. 2025, 15(4), 401; https://doi.org/10.3390/educsci15040401 - 22 Mar 2025
Viewed by 312
Abstract
Traditional aging education at our institution in Taiwan has primarily relied on lecture-based instruction, emphasizing teacher-centered knowledge transmission. Although effective in delivering foundational theories, this approach often overlooks active student engagement which is crucial for developing critical thinking, self-confidence, and problem-solving skills. These [...] Read more.
Traditional aging education at our institution in Taiwan has primarily relied on lecture-based instruction, emphasizing teacher-centered knowledge transmission. Although effective in delivering foundational theories, this approach often overlooks active student engagement which is crucial for developing critical thinking, self-confidence, and problem-solving skills. These methods focus on transmitting theories and skills while often neglecting the cultivation of a willingness to serve older adults. This study investigates the impact of integrating diverse teaching strategies into aging education courses to enhance caregiving competence, defined as a multidimensional construct comprising critical thinking, self-confidence, problem-solving ability, and willingness to serve older adults. A quasi-experimental design was used for first-year students from the Department of Healthcare Administration at a university in Taiwan. Participants were divided into traditional (111th academic year) and diverse (112th academic year) teaching groups during gerontology courses. The traditional group employed lecture-based instruction focusing on knowledge transmission, whereas the diverse group utilized flipped teaching, case or story discussions, and expert lectures, emphasizing active learning, situated learning, and reflective practices based on constructivist learning theory. Data were collected via questionnaires at the semester’s start and end. The results showed significant improvements in critical thinking, self-confidence, problem-solving skills, and willingness to serve older adults within the diverse group (p < 0.05). However, no significant differences were found between the two groups in these measures. These findings indicate that while diverse teaching strategies effectively enhance caregiving competence, their outcomes are not significantly different from those of traditional methods. Full article
(This article belongs to the Special Issue Teaching Quality, Teaching Effectiveness, and Teacher Assessment)
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23 pages, 1429 KiB  
Article
Towards Blended Learning in Primary STEM in Latvia: Four Teaching Profiles
by Ildze Čakāne, Kārlis Greitāns, Ģirts Burgmanis and Dace Namsone
Educ. Sci. 2025, 15(3), 295; https://doi.org/10.3390/educsci15030295 - 27 Feb 2025
Viewed by 604
Abstract
In the present research, the authors assessed teaching quality in the context of blended learning in primary STEM; the educational reforms in the authors’ country require a digital transformation of education and a gradual shift to blended learning; therefore, appropriate teaching should follow [...] Read more.
In the present research, the authors assessed teaching quality in the context of blended learning in primary STEM; the educational reforms in the authors’ country require a digital transformation of education and a gradual shift to blended learning; therefore, appropriate teaching should follow in STEM classrooms. This research investigates the following research questions: how can we conceptualize teaching and learning in the context of blended learning in order to determine teaching quality? What teaching profiles are characteristic in the analyzed primary STEM lessons and what do the profiles indicate about student opportunities for blended learning? Through the analysis of existing reports about blended learning in STEM, the authors set three categories as important for blended learning to happen, namely opportunities for (1) learning with information and communication technologies (ICTs); (2) self-regulated learning; and (3) deep learning. To answer the research questions, the authors used a quantitative rubric-based evaluation approach. The selected criteria in tandem with level descriptors (from previously developed and validated framework) were used to analyze primary STEM lesson transcripts to determine teaching performance across eight criteria. Furthermore, a profiling approach was developed to uncover patterns in the data describing teaching quality; data analysis revealed four different teaching profiles. The use of ICT in the majority of the 187 analyzed lessons remains at the surface level or is non-existent. Teaching profiles were observed, in which students had various opportunities for self-regulated and deep learning. The student use of ICT was observed in 11% of samples’ lessons and all of those at the surface level. In addition to analyzing primary STEM lessons through a previously validated framework, this study contributes a novel profiling approach that systematically uncovers patterns of teaching performance in a blended learning context. By integrating categories of ICT use, self-regulated learning, and deep learning, the research provides an original lens on teaching quality that can guide both educators and policymakers in implementing effective blended learning strategies. Full article
(This article belongs to the Special Issue Teaching Quality, Teaching Effectiveness, and Teacher Assessment)
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24 pages, 554 KiB  
Article
Psychological Factors Impacting Academic Performance Among Business Studies’ Students
by Maja Rožman, Igor Vrečko and Polona Tominc
Educ. Sci. 2025, 15(2), 121; https://doi.org/10.3390/educsci15020121 - 22 Jan 2025
Viewed by 7252
Abstract
This study explores the significant psychological factors that impact academic success among students. The sample included 287 undergraduate and postgraduate students of business studies. Structural Equation Modeling was used to analyze the data, investigating the impact of students’ motivation, mental and physical health, [...] Read more.
This study explores the significant psychological factors that impact academic success among students. The sample included 287 undergraduate and postgraduate students of business studies. Structural Equation Modeling was used to analyze the data, investigating the impact of students’ motivation, mental and physical health, work-life balance, and anxiety on both perceived academic success as well as quantitative indicators of academic success. The findings reveal that students’ motivation is significant for enhancing academic success. Additionally, while mental and physical health are significant contributors to academic success, balancing academic work with personal life is essential for fostering a positive perception of academic success. Conversely, anxiety, particularly exam-related, negatively affects students’ perceived academic success, highlighting the need for comprehensive support systems. These findings offer crucial insights for educators and policymakers, paving the way for innovative strategies that enhance academic success and empower students to thrive holistically, both academically and personally. By addressing the full spectrum of challenges students face, we can foster a more resilient, motivated, and successful generation of students. Full article
(This article belongs to the Special Issue Teaching Quality, Teaching Effectiveness, and Teacher Assessment)
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20 pages, 285 KiB  
Article
EMC-PK2: An Experimental Observation Tool for Capturing the Instructional Coherence and Quality in Early Math Classrooms
by Luke Rainey, Dale Clark Farran and Kelley Durkin
Educ. Sci. 2024, 14(10), 1039; https://doi.org/10.3390/educsci14101039 - 24 Sep 2024
Viewed by 1310
Abstract
This article explores the development of a new observation research tool called the EMC-PK2, designed to capture coherent mathematics teaching and learning practices in preschool through second-grade classrooms. There is widespread interest in improving early math instruction and moving from traditional didactic instructional [...] Read more.
This article explores the development of a new observation research tool called the EMC-PK2, designed to capture coherent mathematics teaching and learning practices in preschool through second-grade classrooms. There is widespread interest in improving early math instruction and moving from traditional didactic instructional methods to a more problem-solving approach. However, there are few observational tools appropriate for research supporting high-quality mathematics teaching and learning practices that can inform what is happening during math lessons and that are appropriate across preschool and elementary school environments. This tool was developed to try and meet that need. It was piloted and first used in a longitudinal study in two large U.S. public school districts, across Pre-K through second grade. Analysis of the observational data offers insights into the psychometrics of the tool, showing reliable use and capturing several key dimensions of practice: at the activity level, teacher facilitation and student engagement; and at the observation level, differentiation and classroom environment. Although costly in both time and resources to implement at a large scale, the EMC-PK2 can offer much-needed understanding for researchers concerned with early math teaching and learning. Full article
(This article belongs to the Special Issue Teaching Quality, Teaching Effectiveness, and Teacher Assessment)
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