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ERIC Number: EJ1208998
Record Type: Journal
Publication Date: 2019-Apr
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1387-1579
Classroom Disruptions, the Teacher-Student Relationship and Classroom Management from the Perspective of Teachers, Students and External Observers: A Multimethod Approach
Scherzinger, Marion; Wettstein, Alexander
Learning Environments Research, v22 n1 p101-116 Apr 2019
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland