Kleickmann, T., Steffensky, M., & Praetorius, A.-K. (2020). Zeitschrift für Pädagogik, 66, Beiheft 1/20, 37–53.
The three basic dimensions framework for assessing quality teaching distinguishes the dimensions of cognitive activation, student support, and classroom management. Research from various disciplines suggests, however, that cognitive support is not sufficiently represented in the framework as yet. In the present study, two-level factor analyses based on student ratings of teaching quality in science education (2,659 students, grades 4 and 6) suggest four dimensions of teaching quality, with cognitive support being a separate dimension. Moreover, cognitive support predicted student achievement. The results suggest that including cognitive support as a separate dimension contributes to a more comprehensive, yet parsimonious framework of teaching quality.