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Ratings externer Beobachter werden oft als Königsweg zur Erfassung von Unterrichtsqualität beschrieben. Bislang existieren allerdings nur wenige Arbeiten, die sich dezidiert mit der Eignung solcher Beobachterratings zur Messung von Unterrichtsqualität beschäftigen. Hier wird mittels fünf empirischer Studien die Reliabilität und Validität von Beobachterratings thematisiert. Es wird u. a. den folgenden Fragen nachgegangen: In welchem Ausmaß sind hoch-inferente Beobachterratings zu Unterrichtsqualität durch Raterfehler verzerrt? Sind Unterrichtseinschätzungen geschulter Beobachter...

This open access book seeks to create a forum for discussing key questions regarding theories on teaching: Which theories of teaching do we have? What are their attributes? What do they contain? How are they generated? How context-sensitive and content-specific do they need to be? Is it possible or even desirable to develop a comprehensive theory of teaching? The book identifies areas of convergence and divergence among the answers to these questions by prominent international scholars in research on teaching. Initiating exchanges among the authors, it then evaluates whether consensus can be...

This open access book seeks to create a forum for discussing key questions regarding theories on teaching: Which theories of teaching do we have? What are their attributes? What do they contain? How are they generated? How context-sensitive and content-specific do they need to be? Is it possible or even desirable to develop a comprehensive theory of teaching? The book identifies areas of convergence and divergence among the answers to these questions by prominent international scholars in research on teaching. Initiating exchanges among the authors, it then evaluates whether consensus can be...