Do student ratings of classroom management teil us more about teachers or about classroom composition?

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Do student ratings of classroom management teil us more about teachers or about classroom composition? / Göllner, Richard; Fauth, Benjamin; Lenske, Gerlinde et al.

In: Zeitschrift fur Padagogik (Beiheft), Vol. 66, 2020, p. 156-172.

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@article{8c83556f6a074695b98de6ead87446fa,
title = "Do student ratings of classroom management teil us more about teachers or about classroom composition?",
abstract = "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.",
keywords = "Educational science, Classroom Composition, Classroom Management, Indicator References, Math Achivement, Student Ratings",
author = "Richard G{\"o}llner and Benjamin Fauth and Gerlinde Lenske and Praetorius, {Anna Katharina} and Wolfgang Wagner",
year = "2020",
language = "English",
volume = "66",
pages = "156--172",
journal = "Zeitschrift f{\"u}r P{\"a}dagogik / Beiheft",
issn = "0514-2717",
publisher = "Beltz Juventa Verlag",

}

RIS

TY - JOUR

T1 - Do student ratings of classroom management teil 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 - Educational science

KW - Classroom Composition

KW - Classroom Management

KW - Indicator References

KW - Math Achivement

KW - Student Ratings

UR - http://www.scopus.com/inward/record.url?scp=85094644473&partnerID=8YFLogxK

M3 - Journal articles

AN - SCOPUS:85094644473

VL - 66

SP - 156

EP - 172

JO - Zeitschrift für Pädagogik / Beiheft

JF - Zeitschrift für Pädagogik / Beiheft

SN - 0514-2717

ER -