In:
Zeitschrift für Bildungsforschung, Springer Science and Business Media LLC, Vol. 11, No. 3 ( 2021-12), p. 589-610
Abstract:
Recording classroom management, a characteristic of lesson quality, with observer ratings has received great attention within the last years, especially for studies in secondary school, resulting in (sufficient) evidence of the variability that exists between lessons, ranging from rather low to moderate. These lessons were observed over a long period of time, and variability was measured at specific time points during that time (over a few weeks and months). However, so far, only little research exists on the extent to which observer ratings of techniques of classroom management vary during a 90-minute lesson, i.e. during lessons that are designed to build on each other in terms of contents and method; these lessons were observed one after the other. Furthermore, there are only a few studies in which the stability of different characteristics of classroom management at item level (process- and structure-oriented) were examined for the beginning grades in (or in the first school years in) elementary school. The study presented here departs from these desiderata and investigates the stability of different characteristics of techniques of classroom management, both during as well as between two 90-minute lessons that were observed every 12 months. We measured classroom management in 21 classes during two 90-minute lessons and for two segments per lesson. Two trained observers rated six characteristics of classroom management (process-oriented and structure-oriented) independently. The results indicate acceptable reliabilities for all of the six characteristics of classroom management. In addition, variability differed between process-oriented and structure-oriented characteristics of classroom management during 90-minute lessons. Between two 90-minute lessons that were observed only once every 12 months, there is a high variability for process-oriented as well as structure-oriented characteristics of classroom management. We discuss our findings in the context of the analysis level chosen (item level vs. scale level) and with regard to the conceptualization of classroom management in the first school years in elementary school.
Type of Medium:
Online Resource
ISSN:
2190-6890
,
2190-6904
DOI:
10.1007/s35834-021-00325-3
Language:
German
Publisher:
Springer Science and Business Media LLC
Publication Date:
2021
detail.hit.zdb_id:
2616315-9
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