Empirische Arbeit: Unterrichtsstörungen, Beziehung und Klassenführung aus
                        Lehrer-, Schüler- und Beobachterperspektive

Wettstein, Alexander; Scherzinger, Marion; Ramseier, Erich

doi:10.2378/peu2018.art04d

Cited by 5 publications

(6 citation statements)

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“…• Role-specific knowledge: Students, parents, and teachers each have role-specific knowledge and experience due to their specific positions, making them experts in their domains (Baumert et al, 2004;Wagner et al, 2010;Fauth et al, 2014a;Wettstein et al, 2018). For instance, teachers have pedagogical expertise that allows them-in comparison to students and parents-to better (or more adequately) assess certain aspects of instruction (e.g., achievement of instructional goals; instructional disruptions).…”

Section: The Need For Multiple Informant Studiesmentioning

confidence: 99%

“…For example, teachers' tasks and goals are to teach material and foster students' understanding, while students often aim to interact with other learners. This conflict of goals can lead to different perceptions of, for example, classroom disruptions (Wettstein et al, 2018). • Role-specific situational framework of the rater: In class, the teacher is confronted with high social density, unstructured problems, dynamic situations, and multiple demands; and he/she must act under pressure.…”

Section: The Need For Multiple Informant Studiesmentioning

confidence: 99%

“…• Role-specific situational framework of the rater: In class, the teacher is confronted with high social density, unstructured problems, dynamic situations, and multiple demands; and he/she must act under pressure. Students observe lessons from a largely comfortable situation and thus have an observational advantage over the teacher (Wettstein et al, 2018). • Role-dependent difficulty of assessment: Some aspects are more difficult to assess, depending on the position of the rater (Brok et al, 2006;Wettstein et al, 2018;Krammer et al, 2019).…”

Section: The Need For Multiple Informant Studiesmentioning

confidence: 99%

“…Students observe lessons from a largely comfortable situation and thus have an observational advantage over the teacher (Wettstein et al, 2018). • Role-dependent difficulty of assessment: Some aspects are more difficult to assess, depending on the position of the rater (Brok et al, 2006;Wettstein et al, 2018;Krammer et al, 2019). For instance, some behaviors, such as clarity or strong control, "may also be easier to self-assess, raising the question of whether teachers and students base their responses on the same observational cues" (Krammer et al, 2019, p. 598).…”

Section: The Need For Multiple Informant Studiesmentioning

confidence: 99%

See 3 more Smart Citations

Predictors of Central Student Learning Outcomes in Times of COVID-19: Students’, Parents’, and Teachers’ Perspectives During School Closure in 2020—A Multiple Informant Relative Weight Analysis

Helm

Huber

2022

Front. Educ.

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School closures associated with the COVID-19 pandemic very quickly led to many studies on distance education. Currently, there are only studies available that explored the importance of different features of distance education for student learning during school lockdowns in 2020 relying on a single perspective—student, parent, or teacher data. Thus, we present results from a multiple informant study in which we compared prediction models based on the different perspectives of relevant actors in the school system. Against the background of the context, input, process, and output model, we explored the impact of a broad range of features of distance education on central student learning outcomes using data from students (N = 315), parents (N = 518), and teachers (N = 499) in German and Austrian secondary schools. Although findings from relative weight analysis portray a relatively similar pattern of relevant predictors for students’ learning outcomes (i.e., self-rated achievement, learning effort, and intrinsic motivation) across the three respondent groups, some predictors largely differ between the groups. While students’ ability to self-organize emerged as the most significant predictor across all three informant groups, predictors, such as the lack of parental support during school closure, turned out to be relevant only from parents’ perspective. We discuss the implications of these findings for future educational practice and research.

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Section: The Need For Multiple Informant Studiesmentioning

confidence: 99%

Section: The Need For Multiple Informant Studiesmentioning

confidence: 99%

Section: The Need For Multiple Informant Studiesmentioning

confidence: 99%

Section: The Need For Multiple Informant Studiesmentioning

confidence: 99%

See 2 more Smart Citations

Predictors of Central Student Learning Outcomes in Times of COVID-19: Students’, Parents’, and Teachers’ Perspectives During School Closure in 2020—A Multiple Informant Relative Weight Analysis

Helm

Huber

2022

Front. Educ.

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“…Eine Reihe von Studien hat sich in der Schweiz in den letzten Jahren mit Unterrichtsstörungen befasst. Beispielsweise wurde der Grad der Übereinstimmung zwischen Störendenwahrnehmung, Lehrpersonenwahrnehmung und Beobachtendenperspektive untersucht (Wettstein, Scherzinger & Ramseier, 2018). Ferner widmete sich Eckstein (2018) dem Zusammenhang zwischen Produktion (den Unterricht stören; Störendenperspektive) und Rezeption (gestört sein; Lehrpersonenperspektive).…”

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Emotionale und kognitive Verarbeitung von Unterrichtsstörungen. Eine Studie mit angehenden Lehrpersonen der Sekundarstufe

Kumschick

Torchetti

Künzle

et al. 2021

BzL

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In dieser Studie wurde analysiert, wie Lehrpersonen störendes Verhalten von Schülerinnen und Schülern emotional und kognitiv verarbeiten. 179 Studierenden wurde ein Video mit einer Unterrichtsstörung präsentiert – einer Hälfte mit und der anderen Hälfte ohne Perspektive des störenden Schülers. Danach gaben die Versuchspersonen an, inwiefern sie das Störverhalten als stabil bzw. als variabel attribuierten und welche Emotionsregulationsstrategie (Cognitive Change, Attentional Deployment, Suppression, Venting) sie in dieser Situation anwenden würden. Die Ergebnisse zeigen, dass die Attribution mit der Emotionsregulation zusammenhängt und dass diese durch den Perspektivenwechsel günstig beeinflusst werden kann.

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How Do STEM Career Change Teachers Experience the Transition?: A Comparison Between Dutch and Australian Teachers

Varadharajan

Buchanan

2021

Career Change Teachers

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Empirische Arbeit: Unterrichtsstörungen, Beziehung und Klassenführung aus Lehrer-, Schüler- und Beobachterperspektive

Cited by 5 publications

References 0 publications

Predictors of Central Student Learning Outcomes in Times of COVID-19: Students’, Parents’, and Teachers’ Perspectives During School Closure in 2020—A Multiple Informant Relative Weight Analysis

Predictors of Central Student Learning Outcomes in Times of COVID-19: Students’, Parents’, and Teachers’ Perspectives During School Closure in 2020—A Multiple Informant Relative Weight Analysis

Emotionale und kognitive Verarbeitung von Unterrichtsstörungen. Eine Studie mit angehenden Lehrpersonen der Sekundarstufe

How Do STEM Career Change Teachers Experience the Transition?: A Comparison Between Dutch and Australian Teachers

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