On Agreement Indices for Nominal Data

Popping, Roel

doi:10.1007/978-1-349-19051-5_6

Cited by 59 publications

(47 citation statements)

References 27 publications

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“…The correlation (pooled within-groups-correlation coefficient) between both observers with respect to codes on the influence and the proximity dimension is .79 and .80, with a 95% confidence interval between .64 and . 94, and .63 and .97, respectively. We conclude that the interobserver agreement for the instrument measuring daily hassles in the classroom and those measuring student teacher behaviour is near or meets the norm of .80 (Popping, 1988).…”

Section: No~smentioning

confidence: 79%

Student teacher behaviour in response to daily hassles in the classroom

Admiraal

Wubbels

Korthagen

1996

Social Psychology of Education

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Abstract. In this study, we describe student teacher behaviour in response to daily hassles in the classroom from three perspectives: the coping perspective, representing the meaning of the behaviour in the light of the situations in which it is shown; the pedagogical-methodological perspective, evident in an analysis of the instructional meaning of student teacher behaviour,, and the interpersonal perspective, meaning behaviour perceived as part of the teacher-pupil relationship.Observation of lessons of student teachers yields descriptions of student teacher behaviour in four types of classroom events. Two dimensions of student teacher behaviour have been extracted: the active-passive-dimension, describing the degree of intensity of a student teacher's actions when transferring (verbal) messages to the pupils; and the agitation-harmony-dimension, defining the degree of tension the student teacher arouses in the relationship between teacher and pupils.Two conclusions are developed. Firstly, in responding to pupils' off-task behaviour, student teachers generally show communication similar to the pupils' behaviour. This means that they are engaged in the same oppositional behaviour as the pupils, which can result in an aggressive symmetrically escalating relationship. Secondly, the newly developed descriptive framework with the two dimensions can be used in future research and in helping supervisors to reveal student teachers' blind spots for what is going on in the classroom during hassling events.

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Section: No~smentioning

confidence: 79%

Student teacher behaviour in response to daily hassles in the classroom

Admiraal

Wubbels

Korthagen

1996

Social Psychology of Education

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“…As Riffe, Lacy and Fico (1998) report this lack of agreement is due to the different contexts in which the analysis can be conducted. According to Kvalseth (1989), for instance, a kappa coefficient of .61 is an indicator of high agreement, whereas Popping (1988) proposes that a value of .80 represents high overall reliability. After reviewing norms proposed by several methodologists, Neuendorf (2002) concluded that a "coefficient of .90 or greater would be acceptable to all, .80 or greater would be acceptable in most situations, and below that, there exists disagreement" (p. 145).…”

Section: Discussionmentioning

confidence: 99%

IRRODL Volume 6, Number 2

Authors

2005

IRRODL

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“…Intercoder reliability on the final pilot of the coding form with 15% text subsample was Cohen's kappa p .91, p p .000 for the classification of top-level text structure and for the number of features signaling the toplevel structure. Cohen's kappa levels above .80 are generally acceptable and indicative of high reliability (Ellis, 1994;Krippendorff, 2013;Neuendorf, 2002;Popping, 1988). The Coding Form is presented in Figure A1 in Appendix A.…”

Section: Developing a Coding Schemementioning

confidence: 99%

Teaching Text Structure: Examining the Affordances of Children’s Informational Texts

Jones

Clark

Reutzel

2016

The Elementary School Journal

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This study investigated the affordances of informational texts to serve as model texts for teaching text structure to elementary school children. Content analysis of a random sampling of children's informational texts from top publishers was conducted on text structure organization and on the inclusion of text features as signals of text structure. Our findings showed three limitations to the affordances present in informational texts currently available for elementary school children. Implications of these findings are discussed.

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On Agreement Indices for Nominal Data

Cited by 59 publications

References 27 publications

Student teacher behaviour in response to daily hassles in the classroom

Student teacher behaviour in response to daily hassles in the classroom

IRRODL Volume 6, Number 2

Teaching Text Structure: Examining the Affordances of Children’s Informational Texts

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