The three-dimensional teacher-reported model does not hold in all countries, so configural invariance was not achieved and cross-country comparison of teacher-perceived instructional quality was hardly possible¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teacher support could not be identified in Latvia and Romania, and cognitive activation differed in those countries. → Xin Liu 2023 q2 i? Configural invariance was not achieved for teacher data because factor structures differed across countries. → Xin Liu 2023 (2)

Evidence¶

Xin Liu 2023¶

Xin Liu, Kajsa Yang Hansen, Jan De Neve, Martin Valcke. (2023). Teacher versus student perspectives on instructional quality in mathematics education across countries. Instructional Science. https://doi.org/10.1007/s11251-023-09652-6

q2 · i? · associational · r2

Country-by-country CFA of TALIS 2013 teacher data in the rTPL database. When modeling countries separately, the article reports "Teacher support could not be identified in Latvia and Romania" and a three-item teacher support factor in Finland.

"Teacher support could not be identified in Latvia and Romania, and only three items helped in constituting this dimension in Finland"

Xin Liu 2023 (2)¶

Xin Liu, Kajsa Yang Hansen, Jan De Neve, Martin Valcke. (2023). Teacher versus student perspectives on instructional quality in mathematics education across countries. Instructional Science. https://doi.org/10.1007/s11251-023-09652-6

q2 · i? · associational · r2

Measurement invariance testing of the teacher measurement model across the seven countries in Mplus. Because country factor structures differed, the article concludes "the configural invariance level was not achieved" for teacher-perceived data.

"Since configural invariance requires the factor structure to be equal across groups, these analysis results imply that the configural invariance level was not achieved."

Discussion¶

Related Claims¶

• The five-dimensional student model achieved metric but not scalar measurement invariance across the seven countries, permitting association comparisons but not latent mean comparisons
• Teacher-reported mathematics instructional quality in pooled TALIS 2013 data from seven countries has three dimensions: classroom disciplinary climate, teacher support, and cognitive activation — reports the opposite
• Mexico's measurement models differed from all other countries, so Mexico was excluded and the study reports seven countries — related
• SFAILQ shows scalar measurement invariance across adolescents, young adults, and middle-aged adults — related
• A higher-order general instructional quality factor fits the student data in all seven countries but does not hold for teacher data — related
• Measurement invariance of secondary students' perceptions of instructional quality is examined and supported — related
• The CVT-based model is invariant across gender and area of study but only configurally invariant across countries — related