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The Model of Instructional Quality in COACTIV: A Multicriteria Analysis

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Book cover Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers

Part of the book series: Mathematics Teacher Education ((MTEN,volume 8))

Abstract

This chapter describes the concept of instruction on which the COACTIV approach is based and presents empirical findings obtained using the measurement instruments developed in the COACTIV framework. The chapter starts by describing the understanding of instruction that guided research in COACTIV, namely, as an opportunity for insightful learning. It then outlines empirical results from the COACTIV study, distinguishing between sight structures and deep structures of instructional quality. Descriptive findings on sight structures show that teacher-led discussion, seatwork, and work with a partner continued to predominate, while individualized approaches were rare. A multicriteria approach was taken to deep structures, with analyses considering three core dimensions of high-quality instruction: classroom management, cognitive activation, and teacher support for a variety of student outcomes. Latent two-level structural equation models showed that students’ mathematics achievement was substantially fostered by efficient classroom management and a high level of cognitive activation, that their enjoyment of mathematics was promoted by efficient classroom management and individual learning support, and that their anxiety was reduced by individual learning support. Teachers varied substantially in their instructional quality, in terms of both sight and deep structures.

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Notes

  1. 1.

    Here, “opportunity” should not be equated with the “Opportunity to Learn” (OTL) approach (Porter 1994), which assesses the extent to which students are presented with a particular curriculum. We conceive of “learning opportunities” more broadly, as the full range of instructional activities offered to students by the teacher.

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Authors and Affiliations

  1. Institute of Psychology, Goethe University Frankfurt, PEG, Grüneburgplatz 1, 60323, Frankfurt, Germany

    Mareike Kunter

  2. Center for Educational Science and Psychology, University Tübingen, Europastraße 6, 72072, Tübingen, Germany

    Thamar Voss

Authors
  1. Mareike Kunter
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  2. Thamar Voss
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Correspondence to Mareike Kunter .

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Editors and Affiliations

  1. , Institute of Psychology, University of Frankfurt am Main, Postfach 125, Frankfurt am Main, 60054, Germany

    Mareike Kunter

  2. , Center for Educational Research, Max Planck Institute for Human Developme, Lentzeallee 94, Berlin, 14195, Germany

    Jürgen Baumert

  3. Mathematik/Informatik, Universität Kassel, Kassel, 34109, Germany

    Werner Blum

  4. Christian Albrecht University, Kiel, Lentzeallee 94, Berlin, 14195, Germany

    Ute Klusmann

  5. , Faculty of Mathematics Education of Math, University of Regensburg, Universitätsstr. 31, Regensburg, 93053, Germany

    Stefan Krauss

  6. , Institute of Mathematics, Carl von Ossietzky University of Oldenbu, Oldenburg, 26111, Germany

    Michael Neubrand

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Kunter, M., Voss, T. (2013). The Model of Instructional Quality in COACTIV: A Multicriteria Analysis. In: Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S., Neubrand, M. (eds) Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers. Mathematics Teacher Education, vol 8. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-5149-5_6

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