000			01626nam a22002057a 4500
005			20250204161859.0
008			250204b |||||||| |||| 00| 0 eng d
040			_cLDD
100			_aRieser, Svenja
245			_aPrimary school students’ ratings of teaching – do they differentiate between subjects and teachers?
260			_aRoutledge Taylor & Francis Group, 2024
300			_bp. 486-505
490			_aJournal Of School Effectiveness And School Improvement _vVol. 35(4)
500			_aOur study aims to provide empirical evidence for and against the valid use of primary school students’ ratings of three generic dimensions of teaching quality (classroom management, supportive climate, cognitive activation). We examine whether students discriminate between corresponding dimensions in different subjects, taking into account whether these subjects are taught by the same or different teachers. Using data from the German Trends in International Mathematics and Science Study 2015 assessment of 3,853 fourth graders (Mage = 8.8 years, 195 classes), we conduct multilevel-multigroup confirmatory factor analysis. The results suggest that students only differentiate between subjects when taught by different teachers. The findings also imply that valid inferences from student assessments may be affected by students’ experiences with multiple teachers.
650			_aStudent Ratings Of Teaching
650			_aTeaching Quality
700			_aNaumann, Alexander
856			_yclick here to access online _uhttps://www.tandfonline.com/doi/full/10.1080/09243453.2024.2396942
942			_2ddc _cARTICLES
999			_c194589 _d194589