Classroom experience, characteristics and outcome: multidimensional educational goals and the views of students and teachers (PISA-Ceco)

Project management @ TUM: Prof Dr. Anja Schiepe-Tiska, Prof. Dr. Kristina Reiss, Prof. Dr. Doris HolzbergerProf Dr. Doris Lewalter

Project management @ University of Regensburg: Prof. Dr. Stefan Krauss➚

Research assistants: Anna Heinle, Paula Dümig, Dr. Frank Reinhold➚

Cooperation partners: IPN (Prof. Dr. Olaf Köller➚, Prof. Dr. Oliver Lüdtke➚, Prof. Dr. Knut Neumann➚) DIPF (Prof. Dr. Frank Goldhammer➚, Dr. Fabian Zehner➚)

In addition to imparting knowledge and cognitive skills, school education also aims to develop and form positive school and subject-related attitudes, values and motivational orientations. The consideration of multidimensional educational goals is one of the central challenges in everyday school life, since the pursuit of different learning goals can influence or compete with each other in the classroom. However, in theory, the changeover to standard-oriented curricula allows a clearer focus on multidimensional educational goals and brings them more into the focus of teachers' professional perception. This is the starting point of the project PISA-Ceco, which examines the connection between the professional competence of teachers, the implementation of standard-oriented teaching and the achievement of multiple educational goals in mathematics and sciences.

The aim of the project is to describe the extent to which multidimensional educational goals for teachers play a role in instruction planning, and what effects they have on standard-oriented teaching in mathematics and science. The project intends to oppose the teacher‘s intention and the students perception of teaching. In addition, PISA-Ceco enables a comparison of distal teaching perceptions, which were collected in PISA-2022, and proximal teaching perceptions, which were collected in the classroom, in connection with motivational and effective educational goals.

PISA-Ceco supplements the international design of the PISA-2022 survey with specific components on the input, process and outcome levels (see Figure 1). Coupled with PISA-2022, two ninth-grade classes per school as well as their mathematics and science teachers will be examined (sample size: approximately 7,300 students in 410 classes). A prototypical mathematics and science lesson after the PISA-2022 survey will be attended, and the teachers' and students' perceptions of teaching and motivational learning goals will be assessed. In addition, the tasks of these lessons as well as tests of the current school year will be analysed in order to examine to what extent the classroom characteristic standard-orientation has been implemented in teaching practice. Finally, the role of professional competence in the implementation of standard-oriented teaching is examined.

Figure 1: Study design PISA-Ceco

© 2012 Zentrum für internationale Bildungsvergleichsstudien

» Webdesign