Lecture by Professor Sigrid Blömeke

Methodological issues in research on effects of schools and teachers on student outcomes

This talk will draw on three recent studies on effects of schools and teachers on student outcomes conducted with national and international data. The focus will be on the respective methodological challenges involved, in particular the theoretical modelling of relations and its transformation into measurement models. Each topic will be assigned 30–40 minutes including questions.

The first topic is the modelling of mediation processes and is based on Blömeke et al. (2022a). Opening up the black box: Teacher competence, instructional quality, and students’ learning progress (in Learning and Instruction).

The second topic is the modelling of moderation processes and is based on Blömeke et al. (2022b). The role of intelligence and self-concept for teachers’ competence (in Journal of Intelligence).

The third topic is the generalizability of results, for example in case of studies that include several countries, and is based on Blömeke et al. (2021). School innovativeness is associated with enhanced teacher collaboration, innovative classroom practices, and job satisfaction (in Journal of Educational Psychology).

References
Blömeke, S., Jentsch, A., Ross, N., Kaiser, G., & König, J. (2022a). Opening up the black box: Teacher competence, instructional quality, and students’ learning progress. Learning and Instruction, 79, 101600. https://doi.org/10.1016/j.learninstruc.2022.101600
Blömeke, S., Jenßen, L., & Eid, M. (2022b). The Role of Intelligence and Self-Concept for Teachers’ Competence. Journal of Intelligence, 10(2), 20. https://doi.org/10.3390/jintelligence10020020
Blömeke, S., Nilsen, T., & Scherer, R. (2021). School innovativeness is associated with enhanced teacher collaboration, innovative classroom practices, and job satisfaction. Journal of Educational Psychology, 113(8), 1645–1667. https://doi.org/10.1037/edu0000668

About Sigrid Blömeke

Photo of Sigrid Blömeke

Sigrid Blömeke is Professor and Director of the Centre for Educational Measurement at University of Oslo (CEMO), Norway. Before she moved to Norway in 2014, she was Professor at Humboldt University of Berlin, Germany, University of Hamburg, Germany, and Michigan State University, USA. Her research is specialized on the assessment of teachers’ competencies and international large-scale assessments.