Recent Advances in Measuring Teaching Quality

Dear Colleagues,

Teaching quality is widely captured in education research (Berliner, 2005), providing data that are useful for various purposes (e.g., providing formative assessment to teachers, exploring student learning, or evaluating professional development activities). While the field has made some progress in recent years with regard to the terminology and underlying theories across different frameworks, less work is available on how to accurately measure and statistically model teaching quality teaching effectiveness. This is important because alignment between conceptualization, measurement, and statistical models is needed in order for researchers to draw valid conclusions from data (White et al., 2024).

In this Special Issue, we wish to shed light on how researchers capture teaching quality and teaching effectiveness across a variety of purposes, modeling approaches, and educational settings. We invite original research articles from both conceptual and empirical perspectives, as well as review articles. So long as the relevance to measuring teaching quality is explicitly discussed, research areas may include (but are not limited to) the following:

• Reviews on measures or statistical models;
• Conceptual work on the fundamentals of measurement;
• Validity practice;
• Innovative modeling approaches (e.g., formative measurement models, combining psychometric models such as Item Response Theory and Generalizability Theory);
• Mixed-methods research;
• Measuring teaching quality in interventions or evaluation research;
• Contextual issues related to teaching quality (e.g., how to measure teaching quality across different teaching methods, lesson goals, or student populations).

We look forward to receiving your contributions. 

References

1. White, M., Edelsbrunner, P. A., & Thurn, C. M. (2024). The conceptualisation implies the statistical model: implications for measuring domains of teaching quality. Assessment in Education: Principles, Policy & Practice, 1-25. https://doi.org/10.1080/0969594X.2024.2368252. 
2. Berliner, David. (2005). The Near Impossibility of Testing for Teacher Quality. Journal of Teacher Education - J TEACH EDUC. 56. 205-213. 10.1177/0022487105275904.

Dr. Armin Jentsch
Dr. Mark White
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• teaching quality
• educational effectiveness
• classroom observation
• student ratings
• student feedback
• item response theory
• structural equation modeling (SEM)
• generalizability theory
• validity