Do student ratings of classroom management tell us more about teachers or about classroom composition?
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Do student ratings of classroom management tell us more about teachers or about classroom composition? / Göllner, Richard; Fauth, Benjamin; Lenske, Gerlinde et al.
Empirische Forschung zu Unterrichtsqualität. : Theoretische Grundfragen und quantitative Modellierungen.. Hrsg. / Anna-Katharina Praetorius; Juliane Grünkorn; Eckhard Klieme. Weinheim; Basel : Beltz Juventa Verlag, 2020. S. 156-172 (Zeitschrift für Pädagogik. Beiheft; Band 66).Publikation: Beiträge in Sammelwerken › Kapitel
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TY - CHAP
T1 - Do student ratings of classroom management tell us more about teachers or about classroom composition?
AU - Göllner, Richard
AU - Fauth, Benjamin
AU - Lenske, Gerlinde
AU - Praetorius, Anna-Katharina
AU - Wagner, Wolfgang
PY - 2020
Y1 - 2020
N2 - The present study investigated whether the varying referents (i. e., teacher or student referent) of student ratings of established classroom management measures differ in their associations with compositional classroom characteristics and students' math achievement. Re-analysis of a large-scale dataset (PISA 2003) showed that classrooms with a higher proportion of male students, as well as those with lower math performance, exhibited lower scores on classroom management factors referring more to students than the teacher. These were in turn related to lower pre-adjusted math achievement of students. There were no associations with a measure referring to the teacher. Our results indicate that varying referents tap into different aspects of the classroom management process.
AB - The present study investigated whether the varying referents (i. e., teacher or student referent) of student ratings of established classroom management measures differ in their associations with compositional classroom characteristics and students' math achievement. Re-analysis of a large-scale dataset (PISA 2003) showed that classrooms with a higher proportion of male students, as well as those with lower math performance, exhibited lower scores on classroom management factors referring more to students than the teacher. These were in turn related to lower pre-adjusted math achievement of students. There were no associations with a measure referring to the teacher. Our results indicate that varying referents tap into different aspects of the classroom management process.
KW - Faktorenanalyse
KW - Längsschnittuntersuchung
KW - Wahrnehmung
KW - Geschlechtsspezifischer Unterschied
KW - Schuljahr 09
KW - Schuljahr 10
KW - Lehrer
KW - Schüler
KW - Unterrichtsstörung
KW - Leistungsdifferenzierung
KW - Unterrichtsklima
KW - Klassenführung
KW - Indikator
KW - Mathematikunterricht
KW - Mathematische Kompetenz
KW - Bewertung
KW - Einflussfaktor
KW - Qualität
KW - Zusammensetzung
KW - Deutschland
KW - Educational science
UR - http://d-nb.info/1206599545
U2 - 10.3262/ZPB2001
DO - 10.3262/ZPB2001
M3 - Chapter
SN - 978-3-7799-3534-6
T3 - Zeitschrift für Pädagogik. Beiheft
SP - 156
EP - 172
BT - Empirische Forschung zu Unterrichtsqualität.
A2 - Praetorius, Anna-Katharina
A2 - Grünkorn, Juliane
A2 - Klieme, Eckhard
PB - Beltz Juventa Verlag
CY - Weinheim; Basel
ER -