1. Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt

2. Good, Wiley & Florez (2009): Effective Teaching: An Emerging Synthesis. In G. Dworkin (Eds.), International Handbook of Research on Teachers and Teaching. New York: Springer, pp. 803-816

3. Curriculum alignment Coherent content Appropriate expectations Content

4. Good, Wiley & Florez (2009): Effective Teaching: An Emerging Synthesis. In G. Dworkin (Eds.), International Handbook of Research on Teachers and Teaching. New York: Springer, pp. 803-816 Curriculum alignment Coherent content Appropriate expectations Scaffolding students‘ ideas and task involvement Practice/application Goal-oriented assessment Content Practices

5. Good, Wiley & Florez (2009): Effective Teaching: An Emerging Synthesis. In G. Dworkin (Eds.), International Handbook of Research on Teachers and Teaching. New York: Springer, pp. 803-816 Curriculum alignment Coherent content Appropriate expectations Scaffolding students‘ ideas and task involvement Practice/application Goal-oriented assessment Opportunity to learn (classroom management) Proactive and supportive classrooms Thoughtful discourse (cognitive activation) Content Practices Quality of enactment

6. Measuring the quality of mathematics teaching: PISA 2012 -

7. Measuring the quality of mathematics teaching: PISA 2012 - Content: Use of problem types

11. Measuring the quality of mathematics teaching: PISA 2012 – Practices Assessment and Feedback Student-oriented Student oriented The teacher gives different work to classmates that have difficulties learning and/or to those who can advance faster The teacher assigns projects that require at least one week to complete The teacher has us work in small groups to come up with joint solutions to a problem or task The teacher asks us to help plan classroom activities or topics The teacher tells us what is expected of us when we get a test, quiz or assignment The teacher tells me about how well I am doing in my mathematics class The teacher gives me feedback on my strengths and weaknesses in mathematics The teacher tells me what I need to do to become better in mathematics

13. Measuring the quality of mathematics teaching: PISA 2012 – Quality of enactment Cognitive activation Teacher support Disciplinary climate (Classroom Management) Student oriented The teacher asks questions that make us reflect on the problem The teacher gives problems that require us to think about them for an extended time The teacher asks us to decide on our own procedures for solving complex problems The teacher gives extra help when students need it The teacher helps students with their learning The teacher continues teaching until the students understand

15. Measuring the quality of mathematics teaching: PISA 2012 – Summary for United Kingdom Content: Mathematics education in the UK has a focus on applied, rather than pure mathematics. UK students report relatively poor knowledge of mathematical concepts Practices: Teacher feedback to students is commonly used, while student-centered practices such as small group work are rare. Quality: UK classrooms show high quality of enactment – (a) Cognitive Activation, (b) Supportive Climate, (c) Classroom Management

16. Mathematics content: Pure mathematics - An indicator for school quality within the UK? PISA 2012: N=507 UK schools r =.611

17. Classroom Management- An indicator for school quality within the UK? PISA 2012: N=507 UK schools r =.375

18. Supportive Climate - An indicator for school quality within the UK? PISA 2012: N=507 UK schools r =.311

19. Three generic dimensions of teaching quality Derived from video ratings Klieme, Schümer & Knoll: TIMSS-Video (Germany), 1994 Classroom management Supportive climate Cognitive activation Pianta & Hamre: Classroom oberservation scales (CLASS) Classroom organization Emotional support Instructional suppo rt

20. Quality of instruction (opportunities provided) Mediation (take up) Effects Classroom Management (Behavior regulation; time on task) Knowledge and understanding Cognitive Activation (Depth of processing, reflective learning) Supportive Climate (self determi- nation, positive emotions) Motivation and affective outcomes

21. Three generic dimensions of teaching quality Used by German school inspectorates (based on 20 min observations) (Pietsch (Hamburg): Hierarchical model, highest level = Adaptivity) Adaptive Teaching Cognitive Activation Classroom Management Supportive Climate

22. Thank you for your attention ! Professor Dr. Eckhard Klieme klieme@dipf.de