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*1301 $aWays of analyzing teaching quality$_175979800
*24510$aWays of analyzing teaching quality :$bpotentials and pitfalls$cMarte Blikstad-Balas, Kirsti Klette and Michael Tengberg (eds.)
*264 1$a[Oslo]$bScandinavian University Press$c2021
*300  $a256 sider$billustrasjoner i farger
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*50500$tWhy – and how – should we measure instructional quality? /$rMarte Blikstad-Balas, Kirsti Klette, Michael Tengberg. -$g1.:$tPractice, feedback, argument, measurement : a frame for understanding diverse perspectives on teaching assessments /$rCourtney Bell and Robert Mislevy.-$g2.:$tThe Surplus of quality : how to study quality in teaching in three QUINT projects /$rNikolaj Elf. -$g3,.:$tA Validity framework for the design and analysis of studies using standardized observation systems /$rMark White. -$g4.:$tMulti-group measurement Invariance and generalizability analyses for an Instructional quality observational instrument /$rArmin Jentsch, Hannah Heinrichs, Lena Schlesinger, Gabriele Kaiser, Johannes König, and Sigrid Blömeke. -$g5.:$tInstructional quality : a review of conceptualizations, measurement approaches, and research findings /$rBas Senden, Trude Nilsen, and Sigrid Blömeke.-$g6.:$tObservational scores as predictors for student achievement gains /$rKirsti Klette, Astrid Roe, and Marte Blikstad-Balas ;$g7.:$tCognitive activation potential of E&S tasks at commercial vocational schools in German-speaking Switzerland /$rEva Weingartner.-$g8.:$tExploring the potential in using teachers’ intended lesson goals as a context-sensitive lens to understanding observational scores of instructional quality
*520  $aRecent research suggests that there is a direct link between quality of teaching and teacher’s instructions and student achievement scores. Additionally, there is a strong correlation between levels of teaching quality and differences between schools and classrooms. However, measuring teaching quality has proven to be difficult and scholars strive to decide on the what and the how when aiming to measure teaching quality. This book discusses the many dilemmas of measuring teaching quality, be it substantial, theoretical, or methodological. This edited volume presents eight chapters, assigned authors provide updated and new knowledge on the many challenges linked to defining what teaching quality is and how it can be measured.This collection of chapters originates from the discussions at the QUINT Conference 2019: Analysing Teaching Quality: Perspectives, Potential, and Pitfalls, organized by the Nordic Centre of Excellence: Quality in Nordic Teaching 18-20 June 2019 at the University of Oslo.
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*7001 $aKlette, Kirsti$d1955-$0(NO-TrBIB)90799277$4edt$_63179200
*7001 $aTengberg, Michael$d1978-$0(NO-TrBIB)11031761$4edt$_175979900
*77608$aWays of analyzing teaching quality$z978-82-15-04505-4
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