General dimensions of instructional quality - Relations to receptive skills in English receptive skills

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Standard

General dimensions of instructional quality - Relations to receptive skills in English receptive skills. / Schurig, Michael; Jäkel, Nils Georg Martin; Ritter, Markus.

Standortbestimmungen in der Fremdsprachenforschung. ed. / Eva Wilden; Luisa Alfes; Katja F. Cantone. Bielefeldt : WBV, 2022.

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Harvard

Schurig, M, Jäkel, NGM & Ritter, M 2022, General dimensions of instructional quality - Relations to receptive skills in English receptive skills. in E Wilden, L Alfes & KF Cantone (eds), Standortbestimmungen in der Fremdsprachenforschung. WBV, Bielefeldt. https://doi.org/10.3278/9783763973057

APA

Schurig, M., Jäkel, N. G. M., & Ritter, M. (2022). General dimensions of instructional quality - Relations to receptive skills in English receptive skills. In E. Wilden, L. Alfes, & K. F. Cantone (Eds.), Standortbestimmungen in der Fremdsprachenforschung WBV. https://doi.org/10.3278/9783763973057

Vancouver

Schurig M, Jäkel NGM, Ritter M. General dimensions of instructional quality - Relations to receptive skills in English receptive skills. In Wilden E, Alfes L, Cantone KF, editors, Standortbestimmungen in der Fremdsprachenforschung. Bielefeldt: WBV. 2022 https://doi.org/10.3278/9783763973057

Author

Schurig, Michael ; Jäkel, Nils Georg Martin ; Ritter, Markus. / General dimensions of instructional quality - Relations to receptive skills in English receptive skills. Standortbestimmungen in der Fremdsprachenforschung. editor / Eva Wilden ; Luisa Alfes ; Katja F. Cantone. Bielefeldt : WBV, 2022.

Bibtex

@inbook{56a27a57f3474fc1a3d5caafbcfb86f2,
title = "General dimensions of instructional quality - Relations to receptive skills in English receptive skills",
abstract = "General pedagogy and school pedagogy have long been concerned with the questions of what specifically characterizes good instructional practice. Generalized dimensions of instructional quality were observed from the perspective of students in English classrooms in Grade Seven and correlated with performance results on individual and classroom levels. Small and ambiguous effects align with previous research findings. It is argued that generalized dimensions of instructional quality hold a strong significance for educational assessment on a broader scale and that research on language learning should integrate research from educational psychology but should also add operationalizable SLA-relevant constructs. ",
author = "Michael Schurig and J{\"a}kel, {Nils Georg Martin} and Markus Ritter",
year = "2022",
month = nov,
doi = "10.3278/9783763973057",
language = "English",
editor = "Wilden, {Eva } and Luisa Alfes and Cantone, {Katja F. }",
booktitle = "Standortbestimmungen in der Fremdsprachenforschung",
publisher = "WBV",

}

RIS

TY - CHAP

T1 - General dimensions of instructional quality - Relations to receptive skills in English receptive skills

AU - Schurig, Michael

AU - Jäkel, Nils Georg Martin

AU - Ritter, Markus

PY - 2022/11

Y1 - 2022/11

N2 - General pedagogy and school pedagogy have long been concerned with the questions of what specifically characterizes good instructional practice. Generalized dimensions of instructional quality were observed from the perspective of students in English classrooms in Grade Seven and correlated with performance results on individual and classroom levels. Small and ambiguous effects align with previous research findings. It is argued that generalized dimensions of instructional quality hold a strong significance for educational assessment on a broader scale and that research on language learning should integrate research from educational psychology but should also add operationalizable SLA-relevant constructs.

AB - General pedagogy and school pedagogy have long been concerned with the questions of what specifically characterizes good instructional practice. Generalized dimensions of instructional quality were observed from the perspective of students in English classrooms in Grade Seven and correlated with performance results on individual and classroom levels. Small and ambiguous effects align with previous research findings. It is argued that generalized dimensions of instructional quality hold a strong significance for educational assessment on a broader scale and that research on language learning should integrate research from educational psychology but should also add operationalizable SLA-relevant constructs.

U2 - 10.3278/9783763973057

DO - 10.3278/9783763973057

M3 - Book chapter

BT - Standortbestimmungen in der Fremdsprachenforschung

A2 - Wilden, Eva

A2 - Alfes, Luisa

A2 - Cantone, Katja F.

PB - WBV

CY - Bielefeldt

ER -

ID: 362227205