Classroom Disruptions, the Teacher-Student Relationship and Classroom Management from the Perspective of Teachers, Students and External Observers: A Multimethod Approach

Autor/inn/en	Scherzinger, Marion; Wettstein, Alexander
Titel	Classroom Disruptions, the Teacher-Student Relationship and Classroom Management from the Perspective of Teachers, Students and External Observers: A Multimethod Approach
Quelle	In: Learning Environments Research, 22 (2019) 1, S.101-116 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-018-9269-x
Schlagwörter	Teacher Student Relationship; Student Behavior; Grade 5; Grade 6; Classroom Techniques; Behavior Problems; Correlation; Teacher Attitudes; Student Attitudes; Foreign Countries; Switzerland + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Student behaviour; Schülerverhalten; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Klassenführung; Korrelation; Lehrerverhalten; Ausland; Schweiz
Abstract	This study used questionnaires and systematic behavioural observations to examine how teachers, students and external observers perceived classroom disruptions, the teacher-student relationship and classroom management in grade 5 and 6 classrooms in Switzerland. The questionnaire showed that the students of a class agreed to a certain extent in their ratings of classroom disruptions, the teacher-student relationship and classroom management. Comparison of teachers' and students' ratings showed that agreement on these constructs varied. We found weak to moderate agreement on classroom disruptions, a weak correspondence for the teacher-student relationship, and no association on classroom management. The results of the behavioural observation showed a moderate agreement between external observers' and students' ratings, but no association between external observers' and class teachers' ratings and only a weak correspondence with the subject teacher ratings. Thus external observers' low-inference observations corresponded far better with students' than teachers' ratings. To sum up, students, teachers and observers perceive classroom processes differently. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01