Adopt a dialogic format to align student and teacher perspectives on instructional quality within schools¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because teachers and students focus on different aspects of instruction — students on the nature of the learning environment and teacher support, teachers on instructional tasks, methods, and subject-domain features — the article recommends reframing the question of who judges quality. It states the question is "not who is the best 'expert' in judging instructional quality, but rather how a 'dialogic format' can be adopted to align the perspectives of students and teachers within schools in a certain country." The strategy treats both perspectives as complementary rather than competing measurement sources.

Design Implications¶

Context¶

Requirements¶

• Availability of data from both teachers and students in the same schools, which the article notes requires multi-actor linked data.

Constraints¶

• The article notes the differences in perception are relatively stable over time and only a low level of agreement is observed even with similar items.

Target Learners¶

• school students
• teachers

Target Learning Goals¶

• developing a shared school-level understanding of mathematics instructional quality

Related Strategies¶

• Explicitly Discuss Different Perspectives
• Dialogic Facilitation of Statistical Modeling Practice
• Use empathy interviews as a natural, informal conversation to uncover students' experiences, emotions, and unmet needs in mathematics learning

Examples¶

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Key Sources¶

• 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