Friedrich-Wilhelm Schrader

Quality of instruction and achievement outcomes

Abstract This chapter reviews the fundamental assumptions, main results, and major problems of research on instructional quality and cognitive student outcomes. Although considerable progress has been made in this field of research, the present theoretical state, encompassing mostly simple process-product relations, is far from satisfactory. Findings from our own research demonstrate that it is both necessary and fruitful to expand the simple process-product paradigm by including cumulative, interactive, compensatory, and contextual effects.

Interactional effects of instructional quality and teacher judgement accuracy on achievement

Abstract For all students (N = 690) in their fifth-grade classrooms, 32 teachers were asked to predict the score of a mathematics achievement test which was administered concurrently to the students. The test dealt with content which had been covered by previous mathematics instruction in these classrooms. Instruction was observed by means of a low inference observation schedule. It was found that teachers accuracy of judging students varied substantially across classrooms. Whereas judgement accuracy per se had no effect on classroom growth of achievement, the combination of high judgement accuracy with a high frequency of instructional techniques such as providing structuring cues or individual support turned out to be particularly favorable. In contrast, the combination of high diagnostic sensitivity with a low frequency of cues or individual support was particularly negative for growth of achievement. The results are discussed in the light of more general considerations concerning the role of quality of instruction.

Educational expertise: Closing the gap between educational research and classroom practice

Currently, educational research which is characterized by many weak and inconsistent results seems to be of little relevance for school psychologists. This is especially problematic if primary prevention is considered as a major goal of school psychology. In our opinion, an important step towards closing the gap between educational research and classroom practice could be made by integrating two theoretical positions: a master or expert teacher approach and the concept of a general teaching model, i.e. by reconciling an analytical strategy based on functional relationships between variables with a more holistic approach to teacher behavior. The integration of the two approaches into the concept of teaching expertise is demonstrated by the analysis of two causal models in which different knowledge components derived from research on the expert-novice paradigm are linked to the variables traditionally used in research on teaching.

Successful student practice during seatwork: Efficient management and active supervision are not enough

AbstractThis study investigated the impact of student practice during seatwork on classroom achievement. Fifth-grade mathematics instruction was observed in 39 classrooms using a low-inference observation system, and math achievement was measured at the beginning and at the end of the fifth grade. The results showed that frequency of practice in itself was not related to achievement. However, other conditions influenced the effectiveness of student practice. The organization of seatwork by more successful teachers was characterized by (a) sufficient preparation, (b) efficient management, and (c) high intensity of active supervision that supported and corrected students in a discreet manner. Diagnostically competent teachers were particularly successful in supporting students during seatwork. The implications of this pattern of results for instructional practice are discussed.