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Revisiting the Three Basic Dimensions Model: A Critical Empirical Investigation of the Indirect Effects of Student-Perceived Teaching Quality on Student Outcomes
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Aysenur Alp Christ; Vanda Capon-Sieber; Carmen Köhler; Eckhard Klieme; Anna-Katharina Praetorius – Frontline Learning Research, 2024
The Three Basic Dimensions model, theorizes three mediators for the effect of teaching quality dimensions on student outcomes. However, the proposed mediating paths and their effects have largely not been empirically tested. This study investigated the mediating role of depth of-processing, time-on-task, and need satisfaction between…
Descriptors: Foreign Countries, Teacher Effectiveness, Student Evaluation of Teacher Performance, Time on Task
Time and Space in the Classroom -- Lessons from Germany and Sweden
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Billmayer, Jakob – Nordic Journal of Studies in Educational Policy, 2019
In this study, aspects of space and time in German and Swedish classrooms are observed and compared to characterize differences and similarities in classrooms and lessons in different contexts. The organization and control of individuals and their actions in relation to time and space are analysed using categories derived from "Discipline and…
Descriptors: Foreign Countries, Classroom Environment, Time, Time on Task
Quality of Instruction and Classroom Learning Outcomes: The German Contribution to the IEA Classroom Environment Study.
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Helmke, Andreas; And Others – Teaching and Teacher Education, 1986
The Classroom Environment Study explored instructional quality and classroom management factors as predictors of student cognitive and affective outcomes. The German contribution to this study, involving 39 fifth-grade classrooms and 39 regular and mathematics teachers over a two-year period, is described and results are presented. (Author/MT)
Descriptors: Affective Behavior, Classroom Techniques, Cognitive Development, Foreign Countries