«Schwierige Klassen» in der Wahrnehmung von Lehrkräften

Ein Kontextualisierungsansatz im Rahmen derUunterrichtsforschung

authored by: 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.
Organisation(s): Institute of Psychology
Type: Article
Journal: Zeitschrift für Pädagogische Psychologie (ZfPP) (druck)
Volume: 16
Pages: 165-175
No. of pages: 11
ISSN: 1010-0652
Publication date: 01.11.2002
Publication status: Published
Peer reviewed: Yes
ASJC Scopus subject areas: Developmental and Educational Psychology
Electronic version(s): https://doi.org/10.1024//1010-0652.16.34.165 (Access: Unknown)

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 f{\"u}r P{\"a}dagogische Psychologie (ZfPP) (druck)",
issn = "1010-0652",
publisher = "Verlag Hans Huber",
number = "3-4",
}