@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{LazaridesRubach2017,
  author    = {Lazarides, Rebecca and Rubach, Charlott},
  title     = {Instructional characteristics in mathematics classrooms},
  series = {Mathematics Education Research Journal},
  volume    = {29},
  journal   = {Mathematics Education Research Journal},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {1033-2170},
  doi       = {10.1007/s13394-017-0196-4},
  pages     = {201 -- 217},
  year      = {2017},
  abstract  = {This longitudinal study examined relationships between student-perceived teaching for meaning, support for autonomy, and competence in mathematic classrooms (Time 1), and students' achievement goal orientations and engagement in mathematics 6 months later (Time 2). We tested whether student-perceived instructional characteristics at Time 1 indirectly related to student engagement at Time 2, via their achievement goal orientations (Time 2), and, whether student gender moderated these relationships. Participants were ninth and tenth graders (55.2\% girls) from 46 classrooms in ten secondary schools in Berlin, Germany. Only data from students who participated at both timepoints were included (N = 746 out of total at Time 1 1118; dropout 33.27\%). Longitudinal structural equation modeling showed that student-perceived teaching for meaning and support for competence indirectly predicted intrinsic motivation and effort, via students' mastery goal orientation. These paths were equivalent for girls and boys. The findings are significant for mathematics education, in identifying motivational processes that partly explain the relationships between student-perceived teaching for meaning and competence support and intrinsic motivation and effort in mathematics.},
  language  = {en}
}