Classroom assessment and instructional leadership. Development and evaluation of a feedback intervention for school principals

课堂评估和教学领导。

• 批准号: 283241518
• 负责人: Professorin Dr. Felicitas Thiel
• 金额: --
• 依托单位: Institut für Schulqualität der Länder Berlin und Brandenburg (ISQ) e.V
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2015
• 资助国家: 德国
• 起止时间: 2014-12-31 至 2019-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/283241518?language=en
• 关键词: Classroom; assessment; instructional; leadership.; Development

The aim of this project is to develop and evaluate a feedback intervention that improves teaching quality. This intervention is designed to provide a staff development instrument to principals. Principals would base their feedback to teachers on a newly developed standardized classroom assessment, which utilizes an observation sheet. The assessment comprises three basic dimensions of teaching quality (instruction, motivation, classroom management), which are operationalized with a great degree of discrimination. Additionally, each dimension differentiates between four levels of teaching standards (standard setting). These levels form the basis for both feedback from principals to teachers as well as further goal setting between principals and teachers to improve teaching quality. The work program encompasses the development of the observation sheet, the development of rater trainings for school principals and a feedback procedure that includes goal setting processes. In a pilot study, the observation sheet is developed and validated. In the main study, a field experiment is conducted to measure the effect of a feedback intervention on the development of teaching quality. For this purpose, an experimental design is realized. The intervention consists of feedback to teachers by principals who took part in the training on classroom assessment, feedback and goal setting. In the control group, teachers do not receive any feedback from their principals on teaching quality during the study period. The aim of the experiment is to measure the average effectiveness of the intervention to increase teaching quality (from the students perspective) compared to a control group. Theoretical foundations of the study are feedback-intervention research and goal-setting theory, which have not been applied to school leadership research so far. Therefore, current education research lacks findings on the effectiveness of feedback from school leaders to improve teaching quality. For that reason, school leadership research would benefit conceptually and empirically from this study. Particularly, the poorly operationalized concept of instructional leadership would consolidate on a stronger theoretical basis. Another benefit is the validation of an observation sheet that is based on a functional analysis of teaching standards, which can also be used for other development and research purposes. Of practical value is the development and evaluation of a feedback intervention that could be used by school principals as part of the mandatory teacher appraisal in most German states.

该项目的目的是开发和评估反馈干预，以提高教学质量。这项干预措施旨在为校长提供员工发展工具。校长将根据新开发的标准化课堂评估（使用观察表）向教师提供反馈。评估包括教学质量的三个基本维度（教学、动机、课堂管理），在操作上具有很大的歧视性。此外，每个维度区分了四个层次的教学标准（标准制定）。这些水平是校长向教师反馈意见的基础，也是校长与教师进一步制定目标以提高教学质量的基础。工作方案包括编制观察表、为学校校长编制评分员培训以及制定包括目标设定过程在内的反馈程序。在初步研究中，开发并验证了观察表。在主要研究中，通过实地实验来衡量反馈干预对教学质量发展的影响。为此，进行了实验设计。干预措施包括由参加课堂评估、反馈和目标设定培训的校长向教师提供反馈。在对照组，教师在研究期间没有收到校长对教学质量的任何反馈。实验的目的是衡量与对照组相比，干预提高教学质量的平均有效性（从学生的角度来看）。本研究的理论基础是反馈干预研究和目标设定理论，目前还没有应用到学校领导研究中。因此，目前的教育研究缺乏关于学校领导反馈对提高教学质量有效性的研究成果。因此，学校领导研究将受益于本研究的概念和经验。特别是，教学领导的操作性差的概念将巩固更强的理论基础。另一个好处是基于教学标准功能分析的观察表的有效性，它也可以用于其他开发和研究目的。具有实际价值的是反馈干预的开发和评估，可以被学校校长用作德国大多数州强制性教师评估的一部分。