«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)