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<p>Identifying the characteristics of teaching that are conducive to student learning is a&#xa0;central concern of research into instructional quality. Previous research has repeatedly pointed out differences in the research of instructional quality at primary and secondary level. This article systematizes the research discourse on instructional quality and illustrates current challenges in measuring instructional quality at the primary level (construct definition, scale development, scale evaluation) drawing on specific research studies as examples. In doing so, the article focuses on the perspective of quantitative classroom research, but occasionally refers to qualitative research in order to demonstrate how these approaches complement each other.</p>

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Herausforderungen in der Messung von Unterrichtsqualität in der Primarstufe: Ein Diskussionsbeitrag

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年7月8日

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  • Joel Guttke,
  • Raphaela Porsch

摘要

Identifying the characteristics of teaching that are conducive to student learning is a central concern of research into instructional quality. Previous research has repeatedly pointed out differences in the research of instructional quality at primary and secondary level. This article systematizes the research discourse on instructional quality and illustrates current challenges in measuring instructional quality at the primary level (construct definition, scale development, scale evaluation) drawing on specific research studies as examples. In doing so, the article focuses on the perspective of quantitative classroom research, but occasionally refers to qualitative research in order to demonstrate how these approaches complement each other.