Convergence of observer ratings and student perceptions of reform practices in sixth-grade mathematics classrooms

Ellis, Mark W.; Malloy, Carol E.; Meece, Judith L.; Sylvester, Patricia R.

doi:10.1007/s10984-007-9022-3

Cited by 12 publications

(8 citation statements)

References 21 publications

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“…Even though research has provided well-founded theoretical models for classroom-based research that are also adaptive to prominent developmental theories, the question of how to assess instructional quality in a valid way is still a current issue within educational research (e.g., Ellis, Malloy, Meece, & Sylvester, 2007; Wagner, Göllner, Helmke, Trautwein, & Lüdtke, 2013).…”

Section: Agreement Between Teacher and Student Ratings Of Instruction...mentioning

confidence: 99%

Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power.

Wagner

Göllner

Werth

et al. 2016

Journal of Educational Psychology

177

116

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Prior research has shown that the agreement between teacher and student ratings of instructional quality is, at best, moderate, and the associations between measures of instructional quality and outcomes such as standardized achievement are typically small and somewhat mixed across both perspectives. One explanation for these low-to-moderate associations is the assumption that teacher and student ratings are not perfectly stable over time. By using a manifest-latent state-trait model, the present study investigated the following topics in a sample of 5th-grade students (74 classes) from vocational track schools: (a) the time consistency of teacher and student instructional quality ratings in math lessons over multiple measurement time points; (b) the agreement among teachers and students for time consistent rating components and single time point ratings; and (c) the predictive power of consistent rating components and single time point ratings with regard to a standardized math achievement test, and math self-concept. Results of multilevel factor analyses with 3 measurement time points over a period of 3 months showed a moderate-to-high time consistency for both teacher and student ratings. Furthermore, the agreement among teacher and student ratings regarding classroom management and goal clarity was higher for the consistent rating components than for ratings at single measurement time points, whereas this pattern was not found for support of autonomy. Finally, student consistent rating components predicted students' pretest adjusted math achievement and self-concept. The effect sizes for ratings at single measurement time points varied within quality dimensions.

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Section: Agreement Between Teacher and Student Ratings Of Instruction...mentioning

confidence: 99%

Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power.

Wagner

Göllner

Werth

et al. 2016

Journal of Educational Psychology

177

116

View full text Add to dashboard Cite

show abstract

“…Also, teachers' practices are closer to students than are their beliefs. A comparison of the measurement of different perspectives shows that students' and external observers' perspectives are more predictive of student outcomes than teachers' views of themselves (Cornelius-White, 2007;Ellis et al, 2007). In the part of our study exploring the association between relationships and moral values we looked both at how teachers' beliefs about their moral roles are related to teachers' and students' perceived student-teachers relationships.…”

Section: Dimensions Of Interpersonal Relationships: Control and Affilmentioning

confidence: 99%

Teachers’ moral values and their interpersonal relationships with students and cultural competence

Pantić

Wubbels

2012

Teaching and Teacher Education

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Teachers' moral values and their interpersonal relationships with students and cultural competenceThis study explored whether and how teachers' beliefs about moral values are reflected in the student-teacher relationships (i.e. levels of control and affiliation in teachers' and students' perceptions of this relationship), and in teachers' cultural competence. A positive association was found between teachers' paternalist beliefs and their own perceptions of control. A negative association was found between teachers liberal beliefs and students' perceptions of affiliation. Positive associations were found between teachers' liberal beliefs and the metacognitive and motivational components of cultural competence. We discuss the implications for preparation of teachers to reflect on the manifestations of their beliefs in practice.

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“…Similarly, other research (Ellis, Malloy, Meece, & Sylvester, 2007) found moderately strong correlations between ratings of external observers and perceptions of sixth-grade students across three dimensions of the classroom (pedagogy, tasks and mathematical interactions) in middle school math classes.…”

Section: Research On Student Perceptionsmentioning

confidence: 54%

Using Maslow's Theory to Analyze Elementary School and Middle School Student Perceptions of Classroom Management

Rand¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Convergence of observer ratings and student perceptions of reform practices in sixth-grade mathematics classrooms

Cited by 12 publications

References 21 publications

Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power.

Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power.

Teachers’ moral values and their interpersonal relationships with students and cultural competence

Using Maslow's Theory to Analyze Elementary School and Middle School Student Perceptions of Classroom Management

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