47 3 Figure 3.1 Factors potentially related to differences in student perceptions of teaching quality included in this study Based on these f indings from the literature, the student-level variables included in this study are student gender and level of academic performance (low, middle, or high). These variables refer to the private interpretations of the PERSON model. At the teacher and classroom levels referring to shared assumptions, the following variables were included: teacher gender, age, likeability, initial teaching quality rating, teaching experience, class size, the average mathematics grade for a class, the ethnic makeup of the class, and whether the student feedback was collected in the morning or in the afternoon (see Figure 3.1). 3.3 METHOD 3.3.1 Participants In total, 26 Dutch mathematics teachers (58.3% male) with an average age of 41.1 years (SD = 10.8) and on average 12.7 years of teaching experience (SD = 8.9), and 717 students (48.5% boys; all 14 or 15 years old) were included in the study. In the Netherlands, 14- or 15-year-olds are in their ninth grade of secondary
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