Publication

Measuring teaching quality and student engagement in South Korea and The Netherlands

van de Grift, W. J. C., Chun, S., Maulana, R., Lee, O. & Helms-Lorenz, M., 2017, In : School Effectiveness and School Improvement. 28, 3, p. 337-349 13 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

van de Grift, W. J. C., Chun, S., Maulana, R., Lee, O., & Helms-Lorenz, M. (2017). Measuring teaching quality and student engagement in South Korea and The Netherlands. School Effectiveness and School Improvement, 28(3), 337-349. https://doi.org/10.1080/09243453.2016.1263215

Author

van de Grift, Wim J.C. ; Chun, Seyeoung ; Maulana, Ridwan ; Lee, Okhwa ; Helms-Lorenz, Michelle. / Measuring teaching quality and student engagement in South Korea and The Netherlands. In: School Effectiveness and School Improvement. 2017 ; Vol. 28, No. 3. pp. 337-349.

Harvard

van de Grift, WJC, Chun, S, Maulana, R, Lee, O & Helms-Lorenz, M 2017, 'Measuring teaching quality and student engagement in South Korea and The Netherlands' School Effectiveness and School Improvement, vol. 28, no. 3, pp. 337-349. https://doi.org/10.1080/09243453.2016.1263215

Standard

Measuring teaching quality and student engagement in South Korea and The Netherlands. / van de Grift, Wim J.C.; Chun, Seyeoung; Maulana, Ridwan; Lee, Okhwa; Helms-Lorenz, Michelle.

In: School Effectiveness and School Improvement, Vol. 28, No. 3, 2017, p. 337-349.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

van de Grift WJC, Chun S, Maulana R, Lee O, Helms-Lorenz M. Measuring teaching quality and student engagement in South Korea and The Netherlands. School Effectiveness and School Improvement. 2017;28(3):337-349. https://doi.org/10.1080/09243453.2016.1263215


BibTeX

@article{47d918d8a0da460180f580344d2a6974,
title = "Measuring teaching quality and student engagement in South Korea and The Netherlands",
abstract = "Six observation scales for measuring the skills of teachers and 1 scale for measuring student engagement, assessed in South Korea and The Netherlands, are sufficiently reliable and offer sufficient predictive value for student engagement. A multigroup confirmatory factor analysis shows that the factor loadings and intercepts of the scales are the same, within acceptable boundaries, in both countries. Therefore, we can compare the average scores of teachers in both countries in a reliable and valid way. The 289 Dutch teachers score significantly better on “creating a safe and stimulating learning climate” and “intensive and activating teaching” and almost significantly on “efficient classroom management”. We find no significant differences in “clear and structured instruction”. The 375 South Korean teachers perform significantly better than the Dutch teachers on “teaching learning strategies” and almost significantly on “differentiating instruction”. Furthermore, we find better student engagement in South Korea.",
keywords = "EDUCATION, SCHOOLS, CRITERIA, OF-FIT INDEXES, MEASUREMENT INVARIANCE, ACHIEVEMENT, EUROPEAN COUNTRIES, TEACHERS, INSTRUMENT, CLASSROOM",
author = "{van de Grift}, {Wim J.C.} and Seyeoung Chun and Ridwan Maulana and Okhwa Lee and Michelle Helms-Lorenz",
year = "2017",
doi = "10.1080/09243453.2016.1263215",
language = "English",
volume = "28",
pages = "337--349",
journal = "School Effectiveness and School Improvement",
issn = "0924-3453",
publisher = "ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",
number = "3",

}

RIS

TY - JOUR

T1 - Measuring teaching quality and student engagement in South Korea and The Netherlands

AU - van de Grift, Wim J.C.

AU - Chun, Seyeoung

AU - Maulana, Ridwan

AU - Lee, Okhwa

AU - Helms-Lorenz, Michelle

PY - 2017

Y1 - 2017

N2 - Six observation scales for measuring the skills of teachers and 1 scale for measuring student engagement, assessed in South Korea and The Netherlands, are sufficiently reliable and offer sufficient predictive value for student engagement. A multigroup confirmatory factor analysis shows that the factor loadings and intercepts of the scales are the same, within acceptable boundaries, in both countries. Therefore, we can compare the average scores of teachers in both countries in a reliable and valid way. The 289 Dutch teachers score significantly better on “creating a safe and stimulating learning climate” and “intensive and activating teaching” and almost significantly on “efficient classroom management”. We find no significant differences in “clear and structured instruction”. The 375 South Korean teachers perform significantly better than the Dutch teachers on “teaching learning strategies” and almost significantly on “differentiating instruction”. Furthermore, we find better student engagement in South Korea.

AB - Six observation scales for measuring the skills of teachers and 1 scale for measuring student engagement, assessed in South Korea and The Netherlands, are sufficiently reliable and offer sufficient predictive value for student engagement. A multigroup confirmatory factor analysis shows that the factor loadings and intercepts of the scales are the same, within acceptable boundaries, in both countries. Therefore, we can compare the average scores of teachers in both countries in a reliable and valid way. The 289 Dutch teachers score significantly better on “creating a safe and stimulating learning climate” and “intensive and activating teaching” and almost significantly on “efficient classroom management”. We find no significant differences in “clear and structured instruction”. The 375 South Korean teachers perform significantly better than the Dutch teachers on “teaching learning strategies” and almost significantly on “differentiating instruction”. Furthermore, we find better student engagement in South Korea.

KW - EDUCATION

KW - SCHOOLS

KW - CRITERIA

KW - OF-FIT INDEXES

KW - MEASUREMENT INVARIANCE

KW - ACHIEVEMENT

KW - EUROPEAN COUNTRIES

KW - TEACHERS

KW - INSTRUMENT

KW - CLASSROOM

U2 - 10.1080/09243453.2016.1263215

DO - 10.1080/09243453.2016.1263215

M3 - Article

VL - 28

SP - 337

EP - 349

JO - School Effectiveness and School Improvement

JF - School Effectiveness and School Improvement

SN - 0924-3453

IS - 3

ER -

ID: 40649810