Details
| Translated title of the contribution | «Difficult Classes» in teachers' perceptions: A contextual approach within the framework of educational research |
|---|---|
| Original language | German |
| Pages (from-to) | 165-175 |
| Number of pages | 11 |
| Journal | Zeitschrift fur Padagogische Psychologie |
| Volume | 16 |
| Issue number | 3-4 |
| Publication status | Published - 1 Nov 2002 |
Abstract
The aim of the study is to analyse class-context as it is perceived by teachers and to study relations to students' perceptions of teachers' behavior. A class context index, which reflects the difficulties associated with classroom management and teaching, was generated on the basis of open, topic-centered interviews with teachers of 15 fourth-grade classes. Students took school performance tests and responded to questionnaires concerning their social competence and their perceptions of teachers' behavior. An evaluation of the data on the basis of hierarchical linear and non-linear modeling underlines the construct validity of the class-context index: Students in difficult classes show lower social competence and lower school achievement. They perceive their teachers as more directive and less autonomy granting. The implications of the results are discussed from a transactional point of view.
ASJC Scopus subject areas
- Psychology(all)
- Developmental and Educational Psychology
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In: Zeitschrift fur Padagogische Psychologie, Vol. 16, No. 3-4, 01.11.2002, p. 165-175.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - «Schwierige Klassen» in der Wahrnehmung von Lehrkräften
T2 - Ein Kontextualisierungsansatz im Rahmen derUunterrichtsforschung
AU - Tiedemann, Joachim
AU - Billmann-Mahecha, Elfriede
PY - 2002/11/1
Y1 - 2002/11/1
N2 - The aim of the study is to analyse class-context as it is perceived by teachers and to study relations to students' perceptions of teachers' behavior. A class context index, which reflects the difficulties associated with classroom management and teaching, was generated on the basis of open, topic-centered interviews with teachers of 15 fourth-grade classes. Students took school performance tests and responded to questionnaires concerning their social competence and their perceptions of teachers' behavior. An evaluation of the data on the basis of hierarchical linear and non-linear modeling underlines the construct validity of the class-context index: Students in difficult classes show lower social competence and lower school achievement. They perceive their teachers as more directive and less autonomy granting. The implications of the results are discussed from a transactional point of view.
AB - The aim of the study is to analyse class-context as it is perceived by teachers and to study relations to students' perceptions of teachers' behavior. A class context index, which reflects the difficulties associated with classroom management and teaching, was generated on the basis of open, topic-centered interviews with teachers of 15 fourth-grade classes. Students took school performance tests and responded to questionnaires concerning their social competence and their perceptions of teachers' behavior. An evaluation of the data on the basis of hierarchical linear and non-linear modeling underlines the construct validity of the class-context index: Students in difficult classes show lower social competence and lower school achievement. They perceive their teachers as more directive and less autonomy granting. The implications of the results are discussed from a transactional point of view.
KW - Class context
KW - Difficult classes
KW - Transactional processes
UR - http://www.scopus.com/inward/record.url?scp=0036856514&partnerID=8YFLogxK
U2 - 10.1024//1010-0652.16.34.165
DO - 10.1024//1010-0652.16.34.165
M3 - Artikel
AN - SCOPUS:0036856514
VL - 16
SP - 165
EP - 175
JO - Zeitschrift fur Padagogische Psychologie
JF - Zeitschrift fur Padagogische Psychologie
SN - 1010-0652
IS - 3-4
ER -