rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Student Feedback on Teaching in Schools
    sub title: Using Student Perceptions for the Development of Teaching and Teachers
  name:
    name part: Rollett, Wolfram.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: Bijlsma, Hannah.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: Röhl, Sebastian.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  genre: Electronic books.
  origin info:
    place:
      place term: sz
    date issued: 2021
    edition: 1st ed. 2021.
    issuance: monographic
  language:
    language term: eng
  physical description:
    reformatting quality: access
    form: remote
    extent: 1 online resource (XIII, 271 pages 18 illustrations)
  abstract: This open access book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools. "This book reviews what we know about student feedback to teachers. It is detailed and it is a pleasure to read. To have these chapters in one place - and from those most up to date with the research literature and doing the research - is a gift." John Hattie.
  table of contents: PART I: Student perceptions of teaching-Usefulness and theoretical considerations -- Chapter 1. Functions and success conditions of student feedback in the development of teaching and teachers (Benedikt Wisniewski) -- Chapter 2. What is a perception? A theoretical overview of perspectives on student perceptions of teaching quality. (Rikkert Van der Lans) -- Chapter 3. Student Voice as Espoused, Enacted and Experienced. How Research Can Bridge Policy and Practice. (Val Hall) -- Chapter 4. A systematic review on student perception questionnaires (Hannah Bijlsma) -- PART II: Concerns about student perception of teaching quality -- Chapter 5. Student perceptions of teaching quality: Dimensionality and halo effects (Sebastian Röhl) -- Chapter 6. Understanding (dis)agreement in student ratings of instruction and classroom climate (Jonathan Schweig) -- Chapter 7. Association between student surveys and classroom observation measures of teaching effectiveness (Rikkert van der Lans) -- Chapter 8. Student Ratings of Teaching Quality in Primary School Revisited (Benjamin Fauth) -- Chapter 9. Student ratings of teaching quality: Current research and practical implications (Richard Göllner) -- Chapter 10. A Review of Recent Research on Student Surveys as a Measure of Teacher Effectiveness (Ryan Balch) -- PART III: Teachers' usage of student feedback at schools -- Chapter 11. A general introduction to data use in schools (Cindy Poortman) -- Chapter 12. What Can We Learn from Research on Multisource Feedback in Organizations? (John Fleenor) -- Chapter 13. Lessons Learned from Research on Student Feedback in Higher Education -- Chapter 14. An overview on intervention studies using student feedback. (Sebastian Röhl) -- Chapter 15. Reciprocal Student-Teacher-Feedback on Cooperation (Jan-Erik Schmidt).
  note: edited by Wolfram Rollett, Hannah Bijlsma, Sebastian Röhl.
  note: Open Access
  subject:
    topic: Assessment
  subject:
    topic: Teaching
  subject:
    topic: Education-Research
  subject:
    topic: Learning
  subject:
    topic: Instruction
  subject:
    topic: Assessment, Testing and Evaluation
  subject:
    topic: Teaching and Teacher Education
  subject:
    topic: Research Methods in Education
  subject:
    topic: Learning & Instruction
  classification: LC5225.A75
  classification: LB2822.75
  classification: 371.26
  related item:
    title info:
      title: Springer Nature eBook
  identifier: 9783030751500
  identifier: https://doi.org/10.1007/978-3-030-75150-0
  access condition: Open Access
  record info:
    record creation date: 210812
    record change date: 20230829020336.0
    record identifier: in00004377870