Ridwan Maulana is an associate professor at the Department of Teacher Education, University of Groningen, the Netherlands. His major research interests include teaching and teacher education, factors influencing effective teaching, methods associated with the measurement of teaching, longitudinal research, cross-country comparisons, effects of teaching behaviour on students' motivation and engagement, and teacher professional development. He has been involved in various teacher professional development projects including the Dutch induction programme and school-university-based partnership. He is currently a project leader of an international project on teaching quality involving countries from Europe, Asia, Africa, Australia, and America. He is a European Editor of Learning Environments Research journal, a SIG leader of Learning Environments of American Educational Research Association, and chair of the Ethics Commission of the Teacher Education in his university.
Michelle Helms-Lorenz is an Associate Professor at the Department of Teacher Education, University of Groningen, The Netherlands. Her research interest covers the cultural specificity versus universality (of behaviour and psychological processes). This interest was fed by the cultural diversity in South Africa, where she was born and raised. Michelle's second passion is education, the bumpy road toward development. Her research interests include teaching skills and well-being of beginning and pre-service teachers and effective interventions to promote their professional growth and retention.
Robert Klassen is Professor and Chair of the Psychology in Education Research Centre at the University of York, UK, previously working in the Department of Educational Psychology at the University of Alberta in Canada. Klassen's research focuses on the development of motivation in teachers and students, frequently using cross-cultural comparisons. He is currently leading the Teacher Selection Project - an ERC-funded project developing and testing new methods to select and develop new teachers. He is also a current collaborator on projects in Australia and Canada. Klassen serves as an Associate Editor for the British Journal of Educational Psychology and is a Fellow of the American Psychological Association and a Chartered Psychologist in the UK.
This open access book brings together theoretical, empirical, methodological, and practical insights from various countries on effective teaching. It particularly focuses on discussing issues pertaining to effective teaching behaviour including definitions and conceptualizations, measurement, differences, and importance to student outcomes from international perspectives. The book will draw upon the rich cultures with diverse contexts involving Asia, Australia, Africa, America, and Europe which serve as the background setting to better understand teaching quality from a wide spectrum of educational systems and performances. It shows that effective teaching behaviour can be conceptualized and operationalized uniformly using specific frameworks and measures, but also addresses some limitations that should be tackled.
The book discusses promising ways to measure and compare effective teaching behaviour from classical test theory (CTT) as well as item response theory (IRT) perspectives. It indicates that effective teaching behaviour in diverse countries follows a systematic level of complexity, which provides an avenue for ongoing teacher education and teacher professional development. It discusses the interrelated domains of effective teaching behaviour including contemporary trends of differentiation. The book continues with examining similarities and differences in effective teaching behaviour across countries. It builds on the understanding of cultural traditions across countries as profoundly reflected in the classroom processes.
Offers observation and survey studies on effective teaching across countries and continents
Foreword.- Introduction.- Section 1: Conceptualization and measurement of effective teaching.- Section 2: Effective teaching: insights from specific countries.- Section 3: Effective teaching: comparison across countries.- Section 4: Effective teaching and its correlates.- Section 5: Effective teaching in complex environments: Differentiation and adaptive teaching.- Epilogue.- Conclusion.
