Cross-Disciplinary Perspectives on Teaching Quality: A Systematic Review
Article Sidebar
Main Article Content
Abstract
This comprehensive systematic review examines the evolution of teaching quality research globally from 1990 to 2019. Analyzing 182 studies, the review identifies key trends, highlighting a significant rise in academic interest since 2012. Notably, the study underscores the cross-disciplinary nature of teaching quality, emphasizing its departure from isolation. The geographical landscape of research reveals an expanding focus, particularly in Asian countries. The review further explores thematic concentrations, research designs, and authorship patterns, revealing insights into collaboration trends. Journal analysis showcases a diverse academic interest in teaching quality across various disciplines. The conclusion urges researchers to diversify perspectives for continued field development.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
Abell, S. (2007). Research on science teachers’ knowledge. In S. Abell & N. Lederman (Eds.), Handbook of research on science education (pp. 1105–1149). Mahwah, NJ: Lawrence Erlbaum Associates.
AkhavanKazemi, M. (2005). Higher education and stable political development. Institute for Research and Planning in Higher Education 1, 13–32.
AlSadhan, R. O. (2011). Effect of textual enhancement and explicit rule presentation on the noticing and acquisition of L2 grammatical structures: a meta-analysis. Unpublished master's thesis, Colorado State University, Colorado.
Bisgaard, S. (1999). Quality Quandaries AN EFFECTIVE APPROACH TO TEACHING QUALITY IMPROVEMENT TECHNIQUES, Quality Engineering, 12:2, 283-286, DOI: 10.1080/08982119908962586 DOI: https://doi.org/10.1080/08982119908962586
Burns, S. & Ludlow, L. (2006). Understanding Student Evaluations of Teaching Quality: The Contributions of Class Attendance. Journal of Personnel Evaluation in Education. 18. 127-138. 10.1007/s11092-006-9002-7. DOI: https://doi.org/10.1007/s11092-006-9002-7
Carroll, J. (1963). A model of school learning. Teachers College Record, 64(8), 723–733. DOI: https://doi.org/10.1177/016146816306400801
Cave, M., Hanney, S., Henkel, M. & Kogan, M. (1997). The Use of Performance Indicators the rise of the quality movement, 3rd edn. London: Jessica Kingsley Publishers Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: theory, research, and applications. Merrill, Prentice-Hall International.
Chen, C., Chen, P. & Chen, P. (2014) Teaching quality in higher education: An introductory review on a process-oriented teaching-quality model, Total Quality Management & Business Excellence, 25:1-2, 36-56, DOI: 10.1080/14783363.2011.637789 DOI: https://doi.org/10.1080/14783363.2011.637789
Chu, F. (1990). Fuzzy Sets and Systems 37 (1990) 1-11, Southeast University, Nanjing, China DOI: https://doi.org/10.1016/0165-0114(90)90058-E
Cochran-Smith, M. & Fries, K. (2005). The AERA Panel on Research and Teacher Education: Context and goals. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA Panel on Research and Teacher Education (pp. 37–68). Mahwah, NJ: Erlbaum.
Collie, S. L. & Taylor, A. L. (2004). Improving Teaching Quality and the Learning Organisation. Tertiary Education and Management 10, 139–155 (2004). https://doi.org/10.1023/B:TEAM.0000023841.31495.6a DOI: https://doi.org/10.1023/B:TEAM.0000023841.31495.6a
Cooper, H. (2010). Research synthesis and meta-analysis: A step by step approach. Los Angeles, CA: Sage.
Darling-Hammond, L. (2000). Teacher quality and student achievement: Areview of state policy evidence. Education Policy Analysis Archives, 8(1). Retrieved from http://epaa.asu.edu/epaa/v8n1/. DOI: https://doi.org/10.14507/epaa.v8n1.2000
Davis, N., Davis, D. & Rayburn, W. (2014). A systematic strategy is underway to build a critical mass of ob-gyn clinical faculty to implement education in quality improvement and patient safety. American journal of obstetrics and gynecology. DOI: https://doi.org/10.1016/j.ajog.2014.05.043
Decristan, J. (2017). The interplay between class heterogeneity and teaching quality in primary school, International Journal of Educational Research, University of Wuppertal, Germany DOI: https://doi.org/10.1016/j.ijer.2017.09.004
Diaz. V., Carek. P., Dickerson. L. & Steyer. T. (2010). Teaching Quality Improvement in a Primary Care Residency. Joint Commission journal on quality and patient safety / Joint Commission Resources. 36. 454-60. 10.1016/S1553-7250(10)36067-3. DOI: https://doi.org/10.1016/S1553-7250(10)36067-3
Dong, Q., Wang, S., Han, F. & Zhang, R. (2019). Innovative Research and Practice of Teachers’ Teaching Quality Evaluation under the Guidance of ‘Innovation and Entrepreneurship’. Procedia Computer Science. 154. 770-776. 10.1016/j.procs.2019.06.123. DOI: https://doi.org/10.1016/j.procs.2019.06.123
Dunrong, B. & Fan, M. (2009). On Student Evaluation of Teaching and Improvement of the Teaching Quality Assurance System at Higher Education Institutions. Chinese Education & Society. 42. 100-115. 10.2753/CED1061-1932420212. DOI: https://doi.org/10.2753/CED1061-1932420212
Egger, M., Zellweger-Zahner, T., Schneider, M., Junker, C., Lengeler, C. & Antes, G. (1997). Language bias in randomised controlled trials published in english and german. The Lancet, 350(9074): 326{329, August 1997. doi:10.1016/S0140-6736(97)02419-7. DOI: https://doi.org/10.1016/S0140-6736(97)02419-7
Fairbrother, P. (1996). Recognition and assessment of teaching quality, The University of Sheffield School of Nursing and Midwifery, Postgraduate and Research Centre, 8 Brunswick Street, Sheffield, UK
Fauth, B., Decristan, J., Decker, A., Büttner, G., Hardy, I., Klieme, E. & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education. 86. 102882. 10.1016/j.tate.2019.102882. DOI: https://doi.org/10.1016/j.tate.2019.102882
Fraile, R. & Bosch-Morell, F. (2014). Considering teaching history and calculating confidence intervals in student evaluations of teaching quality: An approach based on Bayesian inference. Higher Education. 70. 55-72. 10.1007/s10734-014-9823-0. DOI: https://doi.org/10.1007/s10734-014-9823-0
Ghonji, M. (2015). Analysis of the some effective teaching quality factors within faculty members of agricultural and natural resources colleges in Tehran University, Journal of the Saudi Society of Agricultural Sciences DOI: https://doi.org/10.1016/j.jssas.2013.04.003
Goldstein, J. (2004). Making sense of distributed leadership. Educational Evaluation & Policy Analysis, 26(2), 173–197. DOI: https://doi.org/10.3102/01623737026002173
Goldstein, J. & Noguera, P. (2006). A thoughtful approach to teacher evaluation. Educational Leadership, 63(6), 31–37.
Gore, J. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds, Teaching and Teacher Education, University of Newcastle, Australia DOI: https://doi.org/10.1016/j.tate.2017.08.007
Grace, G. G., Massay, L. & Udoka, S. J. (1998). Total quality systems: using a multidisciplinary preparation course for teaching quality improvement. Comput. Ind. Eng. 35, 1–2 (Oct., 1998), 249–253. DOI:https://doi.org/10.1016/S0360-8352(98)00076-X DOI: https://doi.org/10.1016/S0360-8352(98)00076-X
Hattie, J. A. C. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. Abingdon, UK: Routledge.
Heckman, K., Kim, R. B., Lee, A., Chang, E. M., Matusko, N., Reddy, R., Hughes, D. T. & Sandhu, G. (2018). Surgeons have an opportunity to improve teaching quality through feedback provision. The Journal of surgical research, 229, 164-168.University Press. DOI: https://doi.org/10.1016/j.jss.2018.02.062
Jasman, A., Blass, E. & Shelley, S. (2013). Becoming an Academic for the Twenty-First Century: What Will Count as Teaching Quality in Higher Education. Policy Futures in Education. 11. 660. 10.2304/pfie.2013.11.6.660. DOI: https://doi.org/10.2304/pfie.2013.11.6.660
Johnson, N. & Chen, J. (2006). Medical student evaluation of teaching quality between obstetrics and gynecology residents and faculty as clinical preceptors in ambulatory gynecology. American journal of obstetrics and gynecology. 195. 1479-83. 10.1016/j.ajog.2006.05.038. DOI: https://doi.org/10.1016/j.ajog.2006.05.038
Kaplan, L. & Owings, W. (2001). Teacher Quality and Student Achievement: Recommendations for Principals. Nassp Bulletin. 85. 64-73. 10.1177/019263650108562808. DOI: https://doi.org/10.1177/019263650108562808
Lazarides, R. & Buchholz, J. (2019). Student-perceived teaching quality: How is it related to different achievement emotions in mathematics classrooms?. Learning and Instruction. 61. DOI: https://doi.org/10.1016/j.learninstruc.2019.01.001
Li, X. F. (2012). The ideal and reality of students’ evaluation: The study based on the fourth generation evaluation theory[D]. Beijing: Beijing Normal University.
Lomas, L. & Nicholls, G. (2005). Enhancing Teaching Quality Through Peer Review of Teaching, Quality in Higher Education, 11:2, 137-149, DOI: 10.1080/13538320500175118 DOI: https://doi.org/10.1080/13538320500175118
Maslow, V. & Kelley, C. (2012). Does Evaluation Advance Teaching Practice? The Effects of Performance Evaluation on Teaching Quality and System Change in Large Diverse High Schools. Journal of School Leadership. 22. 600-632. 10.1177/105268461202200307. DOI: https://doi.org/10.1177/105268461202200307
Mosser, G., Frisch, K., Skarda, P. & Gertner, E. (2009). Addressing the Challenges in Teaching Quality Improvement. The American journal of medicine. 122. 487-91. 10.1016/j.amjmed.2009.01.013. DOI: https://doi.org/10.1016/j.amjmed.2009.01.013
Murrey, N. & Beglar, D. (2009). Inside track: writing dissertations and theses. Dorset: Henry Ling Ltd. p.158.
NavehEbrahim, A. & Karami, V. (2006). A study of relationship between triple skills of department chairs and improvement of educational quality. Quarterly Journal of Research and Planning in Higher Education 39, 61–78.
Ome, A., Menendez, A. & Le, H. (2017). Improving teaching quality through training: Evidence from the Caucasus. Economics of Education Review. 61. 10.1016/j.econedurev.2017.09.003. DOI: https://doi.org/10.1016/j.econedurev.2017.09.003
O’Neill, G. P. (1988). Teaching effectiveness: A review of the research. Canadian Journal of Education, 13(1), 162–185. DOI: https://doi.org/10.2307/1495174
Ormrod, J. E. (2010). How Motivation Affects Learning and Behavior. Pearson Allyn Bacon Prentice Hall, Boston, 2010.
Panhoon, S. & Wongwanich, S. (2014). An Analysis of Teacher Feedback for Improving Teaching Quality in Primary Schools. Procedia - Social and Behavioral Sciences. 116. 10.1016/j.sbspro.2014.01.902. DOI: https://doi.org/10.1016/j.sbspro.2014.01.902
Pavlina, K., Banek Zorica, M. & Pongrac, A. (2011). Student perception of teaching quality in higher education. Procedia - Social and Behavioral Sciences. 15. 2288-2292. 10.1016/j.sbspro.2011.04.095. DOI: https://doi.org/10.1016/j.sbspro.2011.04.095
Pazagadi, M., MiraniAshtiani, R. & Akbari, N. (2005). Survey of quality directing of the Esfahan University’s master students. Institute for Research and Planning in Higher Education 2,433–451.
Pintrich, P. R. & Schunk, D. H. (2002). Motivation in education: theory, research, and applications. Merrill, Prentice-Hall International.
Pugh, K. J. & Bergin, D. A. (2006). Motivational influences on transfer. Educational Psychologist, 41(3), 147–160. DOI: https://doi.org/10.1207/s15326985ep4103_2
Roman, I. (2014). Qualitative Methods for Determining Students’ Satisfaction with Teaching Quality. Procedia - Social and Behavioral Sciences 149 (2014) 825 – 830 DOI: https://doi.org/10.1016/j.sbspro.2014.08.320
Ruiz-Alfonso, Z. & León, J. (2019). Teaching quality: relationships between passion, deep strategy to learn, and epistemic curiosity, School Effectiveness and School Improvement, DOI: 10.1080/09243453.2018.1562944 DOI: https://doi.org/10.1080/09243453.2018.1562944
Sayfouri, N. (2014). An Alternative Method of Literature Review: Systematic Review in English Language Teaching Research. Procedia - Social and Behavioral Sciences. 98. 1693-1697. 10.1016/j.sbspro.2014.03.595. DOI: https://doi.org/10.1016/j.sbspro.2014.03.595
Seidel, T. & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454–499. DOI: https://doi.org/10.3102/0034654307310317
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. DOI: https://doi.org/10.3102/0013189X015002004
Singh, R. & Sarkar, S. (2015). Does teaching quality matter? Students learning outcome related to teaching quality in public and private primary schools in India. International Journal of Educational Development 41 (2015) 153–163 DOI: https://doi.org/10.1016/j.ijedudev.2015.02.009
Spooren, P., Mortelmans, D. & Denekens, J. (2007). Student evaluation of teaching quality in higher education: development of an instrument based on 10 Likert‐scales, Assessment & Evaluation in Higher Education, 32:6, 667-679, DOI: 10.1080/02602930601117191 DOI: https://doi.org/10.1080/02602930601117191
Terhart, E. (2012). Wie wirkt Lehrerbildung? Forschungsprobleme und Gestaltungsfragen [What is the impact of teacher education?]. Zeitschrift f€ur Bildungsforschung, 2(1), 3–21. DOI: https://doi.org/10.1007/s35834-012-0027-3
Üstünlüoğlu, E. (2016). Teaching quality matters in higher education: a case study from Turkey and Slovakia, Teachers and Teaching
Uygun, S. (2013). English Language Teaching Quality Criteria in Turkish Secondary Education (based on EAQUALS’ Staff Charter). Procedia - Social and Behavioral Sciences. 70. 1354-1359. 10.1016/j.sbspro.2013.01.197. DOI: https://doi.org/10.1016/j.sbspro.2013.01.197
Varkey, P., Karlapudi, S. & Bennet, K. (2008). Teaching Quality Improvement: A Collaboration Project Between Medicine and Engineering. American journal of medical quality: the official journal of the American College of Medical Quality. 23. 296-301. 10.1177/1062860608317764. DOI: https://doi.org/10.1177/1062860608317764
Xian, S., Xia, H., Yin, Y., Zhai, Z. & Shang, Y. (2016). Principal component clustering approach to teaching quality discriminant analysis, Cogent Education, 3:1, DOI: 10.1080/2331186X.2016.1194553 DOI: https://doi.org/10.1080/2331186X.2016.1194553
Yang, S. (2018). Construction research on index system of teaching quality of distance education, Journal of Discrete Mathematical Sciences and Cryptography, 21:6, 1431-1436, DOI: 10.1080/09720529.2018.1527489 DOI: https://doi.org/10.1080/09720529.2018.1527489
Zerihun, Z., Beishuizen, J. & Van Os, W. (2011) Conceptions and practices in teaching and learning: implications for the evaluation of teaching quality, Quality in Higher Education, 17:2, 151-161, DOI: 10.1080/13538322.2011.582793 DOI: https://doi.org/10.1080/13538322.2011.582793