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Conceptualizing Teaching Quality about and beyond Subject Specificity through the Lens of the JAD-MTQ

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Title: Conceptualizing Teaching Quality about and beyond Subject Specificity through the Lens of the JAD-MTQ
Language: English
Authors: Florence Ligozat, Yoann Buyck
Source: School Effectiveness and School Improvement. 2025 36(3):368-391.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 8
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Teacher Effectiveness, Educational Quality, Grade 8, Mathematics Instruction, Language Arts, Norwegian, Native Language Instruction, Secondary School Teachers, Foreign Countries, Models, Classroom Observation Techniques, Lesson Observation Criteria
Geographic Terms: Norway
DOI: 10.1080/09243453.2025.2527729
ISSN: 0924-3453
1744-5124
Abstract: This contribution introduces a comparative Model for characterizing Teaching Quality from the conceptual categories of the Joint Action framework in Didactics (JAD-MTQ). Stemming from French research in comparative didactics, the JAD-MTQ focuses on knowledge content development as a key aspect of teaching quality. This model considers three dimensions of teaching: selection of content and tasks, structure of learning situations, and organization of teacher-student interactions. For each dimension, a set of criteria provides a descriptive assessment of teaching quality. In this paper, the JAD-MTQ is used to rate the quality of two consecutive lessons in two subjects, mathematics and language arts, taught in Grade 8 in Norway. We discuss the uniqueness, benefits, and limitations of the JAD-MTQ. We highlight that JAD-MTQ categories are "subject generic," that is, they can be used for different subjects while still capturing content-specific aspects of teaching and learning related to instructional tasks.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500676
Database: ERIC
FullText Text:
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  Data: Conceptualizing Teaching Quality about and beyond Subject Specificity through the Lens of the JAD-MTQ
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  Data: <searchLink fieldCode="AR" term="%22Florence+Ligozat%22">Florence Ligozat</searchLink><br /><searchLink fieldCode="AR" term="%22Yoann+Buyck%22">Yoann Buyck</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Effectiveness+and+School+Improvement%22"><i>School Effectiveness and School Improvement</i></searchLink>. 2025 36(3):368-391.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 24
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Norwegian%22">Norwegian</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language+Instruction%22">Native Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Observation+Techniques%22">Classroom Observation Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Observation+Criteria%22">Lesson Observation Criteria</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
– Name: DOI
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  Data: 10.1080/09243453.2025.2527729
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  Data: 0924-3453<br />1744-5124
– Name: Abstract
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  Data: This contribution introduces a comparative Model for characterizing Teaching Quality from the conceptual categories of the Joint Action framework in Didactics (JAD-MTQ). Stemming from French research in comparative didactics, the JAD-MTQ focuses on knowledge content development as a key aspect of teaching quality. This model considers three dimensions of teaching: selection of content and tasks, structure of learning situations, and organization of teacher-student interactions. For each dimension, a set of criteria provides a descriptive assessment of teaching quality. In this paper, the JAD-MTQ is used to rate the quality of two consecutive lessons in two subjects, mathematics and language arts, taught in Grade 8 in Norway. We discuss the uniqueness, benefits, and limitations of the JAD-MTQ. We highlight that JAD-MTQ categories are "subject generic," that is, they can be used for different subjects while still capturing content-specific aspects of teaching and learning related to instructional tasks.
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        Value: 10.1080/09243453.2025.2527729
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      – Text: English
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        PageCount: 24
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    Subjects:
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Educational Quality
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      – SubjectFull: Grade 8
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Language Arts
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      – SubjectFull: Norwegian
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      – SubjectFull: Native Language Instruction
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Models
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      – SubjectFull: Classroom Observation Techniques
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      – SubjectFull: Lesson Observation Criteria
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      – SubjectFull: Norway
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      – TitleFull: Conceptualizing Teaching Quality about and beyond Subject Specificity through the Lens of the JAD-MTQ
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