TY  - JOUR
A1  - Gärtner, Holger
A1  - Brunner, Martin
T1  - Once good teaching, always good teaching?
BT  - the differential stability of student perceptions of teaching quality
JF  - Educational Assessment, Evaluation and Accountability
N2  - 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.
KW  - Stability
KW  - Student perception
KW  - Instruction
KW  - Generalizability
KW  - Situation
Y1  - 2018
U6  - https://doi.org/10.1007/s11092-018-9277-5
SN  - 1874-8597
SN  - 1874-8600
VL  - 30
IS  - 2
SP  - 159
EP  - 182
PB  - Springer
CY  - Heidelberg
ER  - 
TY  - JOUR
A1  - Wenger, Marina
A1  - Gärtner, Holger
A1  - Brunner, Martin
T1  - To what extent are characteristics of a school's student body, instructional quality, school quality, and school achievement interrelated?
JF  - School effectiveness and school improvement
N2  - 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.
KW  - school composition
KW  - instructional quality
KW  - school quality
Y1  - 2020
U6  - https://doi.org/10.1080/09243453.2020.1754243
SN  - 0924-3453
SN  - 1744-5124
VL  - 31
IS  - 4
SP  - 548
EP  - 575
PB  - Routledge, Taylor & Francis Group
CY  - Abingdon
ER  -