The Model of Instructional Quality in COACTIV: A Multicriteria Analysis
The Model of Instructional Quality in COACTIV: A Multicriteria Analysis
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COACTIV 中的教学质量模型：多标准分析
DOI：
10.1007/978-1-4614-5149-5_6
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发表时间：
2013
影响因子：
2
通讯作者：
Thamar Voss
中科院分区：
文献类型：
--
作者：
Mareike Kunter;Thamar Voss
本章介绍了COACTIV方法所依据的教学概念，并介绍了使用COACTIV框架中开发的测量工具获得的实证研究结果。本章首先描述了指导COACTIV研究的教学的理解，即有见地学习的机会。然后，它概述了COACTIV研究的实证结果，区分视觉结构和教学质量的深层结构。视觉结构的描述性研究结果表明，教师主导的讨论，seatwork，并与合作伙伴的工作继续占主导地位，而个性化的方法是罕见的。一个多标准的方法是采取深层结构，分析考虑高质量的教学的三个核心方面：课堂管理，认知激活，教师支持各种学生的成果。潜在的两水平结构方程模型表明，有效的课堂管理和高水平的认知激活大大促进了学生的数学成绩，有效的课堂管理和个人学习支持促进了他们对数学的享受，而他们的焦虑减少了个人学习支持。教师的教学质量在视觉结构和深层结构方面存在很大差异。
This chapter describes the concept of instruction on which the COACTIV approach is based and presents empirical findings obtained using the measurement instruments developed in the COACTIV framework. The chapter starts by describing the understanding of instruction that guided research in COACTIV, namely, as an opportunity for insightful learning. It then outlines empirical results from the COACTIV study, distinguishing between sight structures and deep structures of instructional quality. Descriptive findings on sight structures show that teacher-led discussion, seatwork, and work with a partner continued to predominate, while individualized approaches were rare. A multicriteria approach was taken to deep structures, with analyses considering three core dimensions of high-quality instruction: classroom management, cognitive activation, and teacher support for a variety of student outcomes. Latent two-level structural equation models showed that students’ mathematics achievement was substantially fostered by efficient classroom management and a high level of cognitive activation, that their enjoyment of mathematics was promoted by efficient classroom management and individual learning support, and that their anxiety was reduced by individual learning support. Teachers varied substantially in their instructional quality, in terms of both sight and deep structures.