Teachers must be able to monitor students' behavior and identify valid cues in order to draw
conclusions about students' actual engagement in learning activities. Teacher training can …

This chapter reviews and discusses conceptualizations, measurement approaches, and
research findings of instructional quality. Although agreement on how to conceptualize and …

In this paper, we argue that classroom management, student support, and cognitive
activation are generic aspects of classroom teaching, forming Three Basic Dimensions of …

Background Teachers differ substantially in their instructional performance in the classroom.
Thus, researchers and policymakers are interested in how these differences can be …

The contribution examines theoretical foundations, factorial structure, and predictive power
of student ratings of teaching quality. Three basic dimensions of teaching quality have …

In this longitudinal study, we examined teachers' self-efficacy as a long-term predictor of
their mastery goal orientation and three dimensions of instructional quality: supportive …

This work reports the findings of the Professional Competence of Teachers, Cognitively
Activating Instruction, and Development of Students ́ Mathematical Literacy project …

Observer ratings are often used to measure instructional quality. They are, however, usually
based on observations gathered over short periods of time. Few studies have attempted to …

The TIMSS 1995 video study had a strong impact on instructional research, namely in the
US (Stigler & Hiebert, 1999) and in Germany (Baumert et al., 1997; Kunter & Baumert, 2006) …

Achievement emotions are important prerequisites for academic outcomes and well-being,
yet little is known about their relation to teaching quality. This study examines the relation …