Observed teaching behaviour in secondary education across six countries: Measurement invariance and indication of cross-national variations
Publication year
2021Author(s)
Number of pages
32 p.
Source
School Effectiveness and School Improvement, 32, 1, (2021), pp. 64-95ISSN
Publication type
Article / Letter to editor
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Organization
SW OZ RSCR SOC
Bestuurskunde (leerstoel)
Journal title
School Effectiveness and School Improvement
Volume
vol. 32
Issue
iss. 1
Languages used
English (eng)
Page start
p. 64
Page end
p. 95
Subject
Institute for Management Research; Inequality, cohesion and modernization; Ongelijkheid, cohesie en moderniseringAbstract
Effective teaching is a key factor in educational effectiveness and improvement. To facilitate the knowledge exchange regarding effective teaching in secondary education internationally, there has been a growing interest in using classroom observation measures. However, little is known regarding the comparability of observation measures across various national contexts (measurement invariance). Consequently, comparing effective teaching behaviour across contexts is compromised by issues of construct and measurement equivalence. In the present study, we investigated measurement invariance of the International Comparative Analysis of Learning and Teaching (ICALT) for measuring teaching behaviour across various national contexts including the Netherlands, South Korea, South Africa, Indonesia, Hong Kong-China, and Pakistan. Results showed that ICALT indicates full strict invariance in four out of the six countries, which provides a possibility to compare teaching behaviour in the Netherlands, South Korea, South Africa, and Indonesia. South Korea indicated the highest quality of teaching behaviour, while Indonesia indicated the lowest.
This item appears in the following Collection(s)
- Academic publications [245397]
- Electronic publications [132943]
- Faculty of Social Sciences [30349]
- Nijmegen School of Management [18709]
- Open Access publications [106466]
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