«Schwierige Klassen» in der Wahrnehmung von Lehrkräften

Ein Kontextualisierungsansatz im Rahmen derUunterrichtsforschung

verfasst von: Joachim Tiedemann, Elfriede Billmann-Mahecha
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.
Organisationseinheit(en): Institut für Psychologie
Typ: Artikel
Journal: Zeitschrift fur Padagogische Psychologie
Band: 16
Seiten: 165-175
Anzahl der Seiten: 11
ISSN: 1010-0652
Publikationsdatum: 01.11.2002
Publikationsstatus: Veröffentlicht
Peer-reviewed: Ja
ASJC Scopus Sachgebiete: Pädagogische und Entwicklungspsychologie
Elektronische Version(en): https://doi.org/10.1024//1010-0652.16.34.165 (Zugang: Unbekannt)

BibTeX

@article{bf7b64336e924df8a429861ca19056eb,
title = "«Schwierige Klassen» in der Wahrnehmung von Lehrkr{\"a}ften: Ein Kontextualisierungsansatz im Rahmen derUunterrichtsforschung",
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.",
keywords = "Class context, Difficult classes, Transactional processes",
author = "Joachim Tiedemann and Elfriede Billmann-Mahecha",
year = "2002",
month = nov,
day = "1",
doi = "10.1024//1010-0652.16.34.165",
language = "Deutsch",
volume = "16",
pages = "165--175",
journal = "Zeitschrift fur Padagogische Psychologie",
issn = "1010-0652",
publisher = "Verlag Hans Huber",
number = "3-4",
}