Pygmalion's long shadow - determinants and outcomes of teachers' evaluations.

Autor/in	Becker, Dominik
Titel	Pygmalion's long shadow - determinants and outcomes of teachers' evaluations. Gefälligkeitsübersetzung: Pygmalions langer Schatten. Determinanten und Ergebnisse von Lehrerevaluationen.
Quelle	Köln (2013), 350 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Monographie; Graue Literatur
URN	urn:nbn:de:hbz:38-53137
Schlagwörter	Bildungsverhalten; Evaluation; Sozialer Faktor; Bildungsgang; Lehrer; Hochschulschrift
Abstract	"This volume comprises two papers analyzing the predictors of teachers' evaluations, and another two with the latter's outcomes as the crucial objective. In the underlying data, the Cologne High School Panel (CHiSP), teachers had been asked whom of their 10th class students they consider to be suitable to start academic studies, and whom of them not. The first paper models these evaluations as an outcome of students' cognitive ability in terms of intelligence scores, their average grades, their parents' social class, and their aspirations. Structural equation modeling is used to control for both measurement error and indirect effects of latent and observed variables The second paper adds another level of analysis by investigating to what extent teachers' evaluations depend on reference-group effects in the classroom. Contextual effects of both class-room achievement and social composition as well as their interaction with student achievement and teachers' frame of reference (in terms of grading concepts) are analyzed by three-level cross-classified multilevel models. The third paper uses Esser's (1999) subjective expected utility theory to develop a formal theoretical model of self-fulfilling prophecy effects on students' educational transitions. Teachers' expectations are supposed to affect students' subjective expected probability of educational success, and thereby their educational transition propensities. Analyses control for both sample selection bias and unobserved heterogeneity. And finally, the fourth paper models decreasing self-fulfilling effects over a sequence of educational transitions as a result of actors' belief updating. Hypotheses are tested by means of sequential logit modeling amended by a variety of sensitivity analyses. The four papers are preceded by an elaborate introduction that aims to approximate the underlying causes and effects of all research questions by unveiling the respective social mechanisms." (author's abstract).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2014/2