In the Trends in Mathematics and Science Study (TIMSS) 2015, the educational systems from the Dutch speaking part of Belgium (Flanders), Germany, and Norway included scales capturing three dimensions of instructional quality (INQUA): classroom management, supportive climate, and cognitive activation. With the inclusion of these extra scales, a unique opportunity was created to investigate the various dimensions of INQUA and their relation to educational outcomes. In this study, multilevel structural equational modelling analyses are conducted to answer three research questions: (a) ‘Do the items reliably measure the three dimensions of INQUA as classroom constructs? And if not, can we build reliable scales with the items, capturing the dimensions of INQUA as classroom constructs?’ (b) ‘To what extent can INQUA contribute to achievement?’, and (c) ‘To what extent can INQUA contribute to (social and ethnic) equity?’. Results indicate that INQUA might serve as a catalyst in increasing achievement in education systems. Furthermore, results indicate that INQUA does not relate to equity and consequently that all students benefit from the same educational practices. However, issues in the cross-cultural conceptualization and measurement of INQUA are raised, questioning the extent to which the three well-known dimensions of INQUA (a) are well-defined and might be sufficiently differentiated from each other, (b) sufficiently capture the diverse set of educational practices relating to students’ educational outcomes, and (c) can be established across countries in a unified manner. The results of this study give direction to educational practitioners and policy makers in creating and providing effective learning environments.

中文翻译：

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教学质量：教育系统追求高成就和公平的目标的催化剂或陷阱？基于对法兰德斯（比利时），德国和挪威的TIMSS 2015数据进行多级SEM分析得出的答案

在2015年数学和科学研究趋势（TIMSS）中，来自比利时（佛兰德斯），德国和挪威的荷兰语部分的教育系统包括涵盖教学质量（INQUA）三个维度的量表：教室管理，支持性气候和认知激活。纳入这些额外的量表后，创造了一个独特的机会来调查INQUA的各个方面及其与教育成果的关系。在这项研究中，进行了多级结构方程模型分析，以回答三个研究问题：（a）“这些项目是否可以可靠地衡量INQUA作为教室结构的三个维度？如果不是，我们是否可以使用这些物品构建可靠的秤，以捕获INQUA的尺寸作为教室结构？（b）“ INQUA可以在多大程度上促进成就？”，（c）“ INQUA可以在多大程度上促进（社会和种族）平等？”。结果表明，INQUA可能是促进教育系统成就的催化剂。此外，结果表明，INQUA与公平无关，因此，所有学生都将从相同的教育实践中受益。但是，提出了跨文化概念和对INQUA进行度量的问题，这质疑了INQUA的三个众所周知的维度在多大程度上得到了明确定义并且可能彼此充分区分，（b）充分地体现了这一点。与学生的教育成果相关的各种教育实践，并且（c）可以在各个国家/地区以统一的方式建立。