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Conceptual and methodological challenges in detecting the effectiveness of learning and teaching
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Resource type
Journal Article
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Published
Recommended form of citation (APA)
Naumann, A., Kuger, S., Köhler, C., & Hochweber, J. (2020). Conceptual and methodological challenges in detecting the effectiveness of learning and teaching. Zeitschrift für Pädagogik, Beiheft 66, 179-196. https://doi.org/10.3262/ZPB2001179
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PHSG Organisation name
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by/4.0/
Proforis OA-status
Green OA - published version
OA-Acknowledgement
The secondary publication (OA green) of this publication was made possible by the Open Access Publication Fund of the University of Education St.Gallen (PHSG).
Topic PHSG
Wissenschaftsberatung
Fields of Science and Technology (OECD)
Education, general (including training, pedagogy, didactics)
Psychology (including human - machine relations)
Abstract
One major goal of research on educational effectiveness is to detect the effects of teaching and learning. Reliably detecting the effects of teaching and learning requires the identification and adequate measurement of (a) the relevant classroom processes and (b) outcomes on the student and the classroom level and also (c) modeling the link between both. The present paper aims to identify and discuss current conceptual and methodological challenges in regard to making inferences on the effectiveness of teaching and learning. We give a brief overview of current practices, discuss key quality criteria with respect to these three aspects, and identify areas in need of further development. (Verlag)
PHSG Organisation name
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PHSG - Institut Kompetenzdiagnostik
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Published Version
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Open Access
License Condition
by/4.0/
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