5. Instructional Quality: A Review of Conceptualizations, Measurement Approaches, and Research Findings
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This chapter reviews and discusses conceptualizations, measurement approaches, and research findings of instructional quality. Although agreement on how to conceptualize and measure instructional quality is rare, some common ground can be found. In addition, research findings indicate that the role of instructional quality for student learning might vary across contexts, hinting towards the importance of differential effectiveness for instructional quality. Keywords Instructional Quality Framework synthesis Operationalization Student Outcomes Differential effectiveness
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This issue is prevalent in teaching research, which contains a significant number of ambiguous concepts, such as teacher competence or teaching quality.
“This issue is prevalent in teaching research, which contains a significant number of ambiguous concepts, such as teacher competence or teaching quality (e.g., see Blömeke et al., 2015; Senden et al., 2022).”
From Screening Smarter, Not Harder: A Comparative Analysis of Machine Learning Screening Algorithms and Heuristic Stopping Criteria for Systematic Reviews in Educational Research (2024) · cites this paper as Senden et al., 2022
The Introduction and Summary and Conclusion describe substantial differences in how instructional quality is conceptualized and measured, supporting the claim that teaching quality lacks a settled meaning. The Introduction defines teacher competence but does not identify it as ambiguous, and the chapter does not establish that a significant number of concepts across teaching research are ambiguous. Page numbers were unavailable in our copy. (LLM, conf=0.82)
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References 76 · Cited by 56
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- [11]11. Blömeke, S., Jentsch, A., Ross, N., Kaiser, G., & Koenig, J. (in press). Opening up the black box: Teacher competence, instructional quality and students' learning progression. Learning and Instruction.
- [12]12. Blömeke, S., Kaiser, G., König, J., & Jentsch, A. (2020). Profiles of mathematics teachers' compe- tence and their relation to instructional quality. ZDM, 52(2), 329-342. https://doi.org/10.1007/ 978-3-319-41252-8_2
- [26]26. Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Asso- ciation for supervision and curriculum development.
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- [40]40. Hamre, B. K., & Pianta, R. C. (2007). Learning opportunities in preschool and early elementary classrooms. In R. C. Pianta, M. J. Cox, & K. L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 49-83).
- [62]62. Nilsen, T., Scherer, R., Bergem, O. K., & Kaarstein, H. (2016). Student ratings of instructional quality: How valid are they across grades? [Conference presentation] ECER 2016, Dublin.
- [72]72. Rieser, S., Wendt, H., Hole, A., & Grønmo, L.S. (2016, August 24). Student ratings of instructional quality: How valid are they across subjects? [Conference symposium paper]. ECER 2016, Dub- lin, Ireland. https://eera-ecer.de/ecer-programmes/conference/21/contribution/39198/
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- Authors
- Senden, B., Nilsen, T., & Blömeke, S.
- Venue
- Ways of Analyzing Teaching Quality
- Publisher
- Scandinavian University Press
- Published
- 2022-02-09
- Pages
- 140-172
- OpenAlex
- W4211054930
- Cited by
- 56
- References
- 76
- Citations by year
- 2026: 10 · 2025: 19 · 2024: 15 · 2023: 9 · 2022: 3
- Type
- other
- Language
- en
- Open access
- gold
- doi.org
- Locations
- NORA - Norwegian Open Research Archives (submittedVersion, cc-by)
- Topics
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Keywords
- teaching quality, student learning, differential effectiveness, student outcomes
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