@article{GaertnerBrunner2018,
  author    = {G{\"a}rtner, Holger and Brunner, Martin},
  title     = {Once good teaching, always good teaching?},
  series = {Educational Assessment, Evaluation and Accountability},
  volume    = {30},
  journal   = {Educational Assessment, Evaluation and Accountability},
  number    = {2},
  publisher = {Springer},
  address   = {Heidelberg},
  issn      = {1874-8597},
  doi       = {10.1007/s11092-018-9277-5},
  pages     = {159 -- 182},
  year      = {2018},
  abstract  = {In many countries, students are asked about their perceptions of teaching in order to make decisions about the further development of teaching practices on the basis of this feedback. The stability of this measurement of teaching quality is a prerequisite for the ability to generalize the results to other teaching situations. The present study aims to expand the extant empirical body of knowledge on the effects of situational factors on the stability of students' perceptions of teaching quality. Therefore, we investigate whether the degree of stability is moderated by three situational factors: time between assessments, subjects taught by teachers, and students' grade levels. To this end, we analyzed data from a web-based student feedback system. The study involved 497 teachers, each of whom conducted two student surveys. We examined the differential stability of student perceptions of 16 teaching constructs that were operationalized as latent correlations between aggregated student perceptions of the same teacher's teaching. Testing metric invariance indicated that student ratings provided measures of teaching constructs that were invariant across time, subjects, and grade levels. Stability was moderated to some extent by grade level but not by subjects taught nor time spacing between surveys. The results provide evidence of the extent to which situational factors may affect the stability of student perceptions of teaching constructs. The generalizability of the students' feedback results to other teaching situations is discussed.},
  language  = {en}
}
@article{WengerGaertnerBrunner2020,
  author    = {Wenger, Marina and G{\"a}rtner, Holger and Brunner, Martin},
  title     = {To what extent are characteristics of a school's student body, instructional quality, school quality, and school achievement interrelated?},
  series = {School effectiveness and school improvement},
  volume    = {31},
  journal   = {School effectiveness and school improvement},
  number    = {4},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0924-3453},
  doi       = {10.1080/09243453.2020.1754243},
  pages     = {548 -- 575},
  year      = {2020},
  abstract  = {The aim of educational policy should be to provide a good education to all students. Thus, a key question arises regarding the extent to which key characteristics of school composition (proportion of students with migration background, socioeconomic status [SES], prior school achievement, and achievement heterogeneity), instructional quality, school quality, and later school achievement are interrelated. The present study addressed this research question by examining school inspection data, official school statistics, and large-scale achievement data from all primary schools in Berlin, Germany (N = 343). The results of correlation and path analyses showed that school composition (average SES, average prior school achievement) predicted components of instructional quality (SES: classroom management, cognitive activation; achievement: cognitive activation, individual learning support). The relation between school composition characteristics and most components of school quality was close to zero. Contrary to our expectations, only the effect of school SES on later achievement was mediated by instructional quality.},
  language  = {en}
}
@article{WengerGaertnerBrunner2022,
  author    = {Wenger, Marina and G{\"a}rtner, Holger and Brunner, Martin},
  title     = {Wie ver{\"a}ndert sich die Unterrichts- und Schulqualit{\"a}t, die Leistung und die Sch{\"u}lerzusammensetzung nach der Schulinspektionsdiagnose „erheblicher Entwicklungsbedarf"?},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {25},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  number    = {4},
  publisher = {VS Verlag f{\"u}r Sozialwissenschaften ; Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-022-01066-3},
  pages     = {1031 -- 1058},
  year      = {2022},
  abstract  = {Die Schulinspektion evaluiert Schulen mit dem Ziel der Qualit{\"a}tssicherung von Unterrichts- und Schulqualit{\"a}t. Dies gilt insbesondere f{\"u}r Schulen, an denen „erheblicher Entwicklungsbedarf" festgestellt wurde. Diese Schulen bekommen zus{\"a}tzliche Unterst{\"u}tzung, erfahren aber auch zus{\"a}tzlichen Druck durch diese Einordnung. Die weitere Entwicklung dieser Schulen ist bisher kaum erforscht. Diese Studie untersucht mit Daten der Schulinspektion, der amtlichen Statistik und Leistungsdaten von 333 Berliner Grundschulen Ver{\"a}nderungen in Indikatoren der Unterrichts- und Schulqualit{\"a}t, der Schulleistung, und der Zusammensetzung der Sch{\"u}lerschaft (SES und Anteil mit nicht-deutscher Herkunftssprache) nach der Diagnose „erheblicher Entwicklungsbedarf". Die empirischen Analysen zeigten, dass sich bei diesen Schulen die Unterrichts- und Schulqualit{\"a}t nur geringf{\"u}gig ver{\"a}nderte, sich der Leistungsabstand zu allen anderen Grundschulen nicht statistisch signifikant verringerte, und sich die Zusammensetzung der Sch{\"u}lerschaft hinsichtlich des sozio{\"o}konomischen Status (SES) nicht ver{\"a}nderte. Jedoch erh{\"o}hte sich der Anteil von Kindern mit nicht-deutscher Herkunftssprache statistisch signifikant.},
  language  = {de}
}