What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey
What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey
复制标题
学生认知调查可以告诉我们关于教学的哪些信息？
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Erik A. Ruzek
中科院分区：
文献类型：
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作者：
T. Wallace;Ben Kelcey;Erik A. Ruzek
我们使用有效教学测量 (MET) 数据库（N = 1,049 个中学数学班级；N = 25,423 名学生）对 Tripod 学生认知调查工具的底层结构进行了基于理论的分析。多级项目因子分析表明，替代双因子结构最适合 Tripod 项目，初步证据表明，一般响应度和课堂管理特定维度均与教师增值分数呈正相关。在我们的讨论中，我们考虑了青少年作为教学评估者的独特特征、对教师专业学习机会的影响以及未来研究的关键领域。
We conducted a theory-based analysis of the underlying structure of the Tripod student perception survey instrument using the Measures of Effective Teaching (MET) database (N = 1,049 middle school math class sections; N = 25,423 students). Multilevel item factor analyses suggested that an alternative bifactor structure best fit the Tripod items, and preliminary evidence suggests that both the general responsivity and the classroom management–specific dimensions are positively associated with teacher value-added scores. In our discussion, we consider the distinct characterizing features of adolescents as raters of teaching, the implications for teacher professional learning opportunities, and key areas for future research.
影响因子：
6.2
作者：
Ruzek EA;Hafen CA;Allen JP;Gregory A;Mikami AY;Pianta RC
通讯作者：
Pianta RC
影响因子：
7
作者：
Cai, Li;Yang, Ji Seung;Hansen, Mark
通讯作者：
Hansen, Mark