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

Research output: Contributions to collected editions/worksChapter

Authors

  • Richard Göllner
  • Benjamin Fauth
  • Gerlinde Lenske
  • Anna-Katharina Praetorius
  • Wolfgang Wagner
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.
Original languageEnglish
Title of host publicationEmpirische Forschung zu Unterrichtsqualität. : Theoretische Grundfragen und quantitative Modellierungen.
EditorsAnna-Katharina Praetorius, Juliane Grünkorn, Eckhard Klieme
Number of pages17
Place of PublicationWeinheim; Basel
PublisherBeltz Juventa Verlag
Publication date2020
Pages156-172
ISBN (print)978-3-7799-3534-6
ISBN (electronic)978-3-7799-3535-3
DOIs
Publication statusPublished - 2020

    Research areas

  • Faktorenanalyse, Längsschnittuntersuchung, Wahrnehmung, Geschlechtsspezifischer Unterschied, Schuljahr 09, Schuljahr 10, Lehrer, Schüler, Unterrichtsstörung, Leistungsdifferenzierung, Unterrichtsklima, Klassenführung, Indikator, Mathematikunterricht, Mathematische Kompetenz, Bewertung, Einflussfaktor, Qualität, Zusammensetzung, Deutschland
  • Educational science

DOI