Student Feedback on Teaching in Schools

PART I: Student perceptions of teaching-Usefulness and theoretical considerations.- Chapter 1. Functions and success conditions of student feedback in the development of teaching and teachers (Benedikt Wisniewski).- Chapter 2. What is a perception? A theoretical overview of perspectives on student perceptions of teaching quality. (Rikkert Van der Lans).- Chapter 3. Student Voice as Espoused, Enacted and Experienced. How Research Can Bridge Policy and Practice. (Val Hall).- Chapter 4. A systematic review on student perception questionnaires (Hannah Bijlsma).- PART II: Concerns about student perception of teaching quality.- Chapter 5. Student perceptions of teaching quality: Dimensionality and halo effects (Sebastian Röhl).- Chapter 6. Understanding (dis)agreement in student ratings of instruction and classroom climate (Jonathan Schweig).- Chapter 7. Association between student surveys and classroom observation measures of teaching effectiveness (Rikkert van der Lans).- Chapter 8. Student Ratings of Teaching Quality in Primary School Revisited (Benjamin Fauth).- Chapter 9. Student ratings of teaching quality: Current research and practical implications (Richard Göllner).- Chapter 10. A Review of Recent Research on Student Surveys as a Measure of Teacher Effectiveness (Ryan Balch).- PART III: Teachers' usage of student feedback at schools.- Chapter 11. A general introduction to data use in schools (Cindy Poortman).- Chapter 12. What Can We Learn from Research on Multisource Feedback in Organizations? (John Fleenor).- Chapter 13. Lessons Learned from Research on Student Feedback in Higher Education.- Chapter 14. An overview on intervention studies using student feedback. (Sebastian Röhl).- Chapter 15. Reciprocal Student-Teacher-Feedback on Cooperation (Jan-Erik Schmidt).

Wolfram Rollett is a Professor of Empirical Educational Research at the University of Education Freiburg and the Freiburg Advanced Center of Education (FACE). Previously he worked as a researcher and lecturer in the field of Educational Science and Psychology at the Universities of Potsdam, Braunschweig, Dortmund, and Wuppertal. His research focuses on school development processes, the quality of extra- and co-curricular activities, educational effectiveness, and classroom composition.

After studying pedagogical and educational sciences and completing a teacher training course, Hannah Bijlsma has been working as a researcher (PhD) at the University of Twente (the Netherlands) and as a primary school teacher (grade 1). Her research focuses on measuring teaching quality and on the use of student perceptions of teaching quality in school contexts. In 2016 she founded a professional association for academic primary school teachers, of which she has been chairman for about five years. She is now a board member of the International Congress for School Effectiveness and Improvement (ICSEI) and a board member of the EARLI SIG on School Effectiveness and Improvement.

After more than 10 years of working as a grammar school teacher, school development consultant, and in teacher training, Sebastian Röhl has been an academic assistant in the department of educational science at the University of Education Freiburg and is postdoctoral researcher in the Institute of Education at Tübingen University (Germany). Among other areas, he conducts research in the fields of teaching development and teacher professionalization through feedback, social networks in inclusive school classes, as well as teachers' religiosity and its impact on professionalism. In addition, he is the director of an in-service professional master's study program for teaching and school development.