001431115 000__ 04962cam\a2200481\i\4500
001431115 001__ 1431115
001431115 003__ OCoLC
001431115 005__ 20230308003221.0
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001431115 008__ 210820s2021\\\\sz\a\\\\o\\\\\000\0\eng\d
001431115 020__ $$a9783030751500$$q(electronic bk.)
001431115 020__ $$a3030751503$$q(electronic bk.)
001431115 020__ $$z9783030751494$$q(print)
001431115 0247_ $$a10.1007/978-3-030-75150-0$$2doi
001431115 035__ $$aSP(OCoLC)1264411956
001431115 040__ $$aGW5XE$$beng$$erda$$epn$$cGW5XE$$dOCLCO$$dYDX$$dOCLCF$$dOCLCO$$dOCLCQ$$dNJT$$dOCLCQ$$dEBLCP$$dOCLCQ
001431115 049__ $$aISEA
001431115 050_4 $$aLB2838
001431115 08204 $$a371.14/4$$223
001431115 24500 $$aStudent feedback on teaching in schools :$$busing student perceptions for the development of teaching and teachers /$$cWolfram Rollett, Hannah Bijlsma, Sebastian Röhl, editors.
001431115 264_1 $$aCham, Switzerland :$$bSpringer,$$c2021.
001431115 300__ $$a1 online resource (xiii, 271 pages) :$$billustrations
001431115 336__ $$atext$$btxt$$2rdacontent
001431115 337__ $$acomputer$$bc$$2rdamedia
001431115 338__ $$aonline resource$$bcr$$2rdacarrier
001431115 5050_ $$aPART I: Student perceptions of teaching: Usefulness and theoretical considerations -- Chapter 1. Functions and success conditions of student feedback in the development of teaching and teachers (Benedikt Wisniewski) -- Chapter 2. What is a perception? A theoretical overview of perspectives on student perceptions of teaching quality. (Rikkert Van der Lans) -- Chapter 3. Student Voice as Espoused, Enacted and Experienced. How Research Can Bridge Policy and Practice. (Val Hall) -- Chapter 4. A systematic review on student perception questionnaires (Hannah Bijlsma) -- PART II: Concerns about student perception of teaching quality -- Chapter 5. Student perceptions of teaching quality: Dimensionality and halo effects (Sebastian Röhl) -- Chapter 6. Understanding (dis)agreement in student ratings of instruction and classroom climate (Jonathan Schweig) -- Chapter 7. Association between student surveys and classroom observation measures of teaching effectiveness (Rikkert van der Lans) -- Chapter 8. Student Ratings of Teaching Quality in Primary School Revisited (Benjamin Fauth) -- Chapter 9. Student ratings of teaching quality: Current research and practical implications (Richard Göllner) -- Chapter 10. A Review of Recent Research on Student Surveys as a Measure of Teacher Effectiveness (Ryan Balch) -- PART III: Teachers' usage of student feedback at schools -- Chapter 11. A general introduction to data use in schools (Cindy Poortman) -- Chapter 12. What Can We Learn from Research on Multisource Feedback in Organizations? (John Fleenor) -- Chapter 13. Lessons Learned from Research on Student Feedback in Higher Education -- Chapter 14. An overview on intervention studies using student feedback. (Sebastian Röhl) -- Chapter 15. Reciprocal Student-Teacher-Feedback on Cooperation (Jan-Erik Schmidt).
001431115 5060_ $$aOpen access.$$5GW5XE
001431115 520__ $$aThis 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.
001431115 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed August 20, 2021).
001431115 650_0 $$aStudent evaluation of teachers.
001431115 650_0 $$aTeaching$$xEvaluation.
001431115 650_6 $$aEnseignants$$xÉvaluation par les étudiants.
001431115 655_0 $$aElectronic books.
001431115 7001_ $$aRollett, Wolfram,$$eeditor$$0(orcid)0000-0002-2357-5160$$1https://orcid.org/0000-0002-2357-5160
001431115 7001_ $$aBijlsma, Hannah,$$eeditor$$0(orcid)0000-0001-8825-0167$$1https://orcid.org/0000-0001-8825-0167
001431115 7001_ $$aRöhl, Sebastian,$$d1976-$$eeditor.$$0(orcid)0000-0003-2573-541X$$1https://orcid.org/0000-0003-2573-541X
001431115 852__ $$bebk
001431115 85640 $$3Springer Nature$$uhttps://link.springer.com/10.1007/978-3-030-75150-0$$zOnline Access$$91397441.2
001431115 909CO $$ooai:library.usi.edu:1431115$$pGLOBAL_SET
001431115 980__ $$aBIB
001431115 980__ $$aEBOOK
001431115 982__ $$aEbook
001431115 983__ $$aOnline
001431115 994__ $$a92$$bISE