This study focuses on the association between classroom composition characteristics and teaching quality, with the aim of understanding the role of teaching quality as a mechanism underlying compositional effects. We examine how teaching quality is associated with the student body that is taught. Multilevel analyses of a sample of 1,070 3rd graders have indicated that cognitive and motivational composition of the classroom had an association with the classroom management dimension of teaching quality, whereas sociocultural composition was not associated to any of the teaching quality dimensions rated by the students. Correlations at the classroom level have also pointed at a relationship between the teachers’ and observers’ ratings of classroom management and the composition of general cognitive abilities and interest. We suggest that these findings also have implications for the theoretical conceptualization and the empirical assessment of teaching quality.

本研究着眼于课堂作文特征与教学质量之间的关联，旨在理解教学质量作为作文效果基础机制的作用。我们检查教学质量如何与所学学生群体相关联。对1,070名三年级学生的样本进行的多级分析表明，教室的认知和动机组成与教学质量的课堂管理维度相关，而社会文化组成与学生所评估的任何教学质量维度均无关。课堂上的相关性还指出了教师和观察者对课堂管理的评价与一般认知能力和兴趣的构成之间的关系。