Sympathiebeziehungen unter Peers im Klassenzimmer: Wie gut wissen Lehrpersonen Bescheid?

Harks, Marvin; Hannover, Bettina

doi:10.1007/s11618-017-0769-8

Cited by 13 publications

(7 citation statements)

References 22 publications

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“…It should be noted that the studies described below do not focus on students with SEN. Gest (2006) as well as Neal et al (2011) indicated a positive relationship between students' academic year and the teacher's accuracy in estimating their social inclusion. In contrast, Harks and Hannover (2017) reported more accurate teacher ratings for the lower grades. Studies on the influence of class size showed that teachers' rating accuracy of social inclusion was lower for large classes (Ahn et al, 2013;Harks and Hannover, 2017;Marucci et al, 2018).…”

Section: Contextual Factorsmentioning

confidence: 71%

“…Studies on the influence of class size showed that teachers' rating accuracy of social inclusion was lower for large classes (Ahn et al, 2013;Harks and Hannover, 2017;Marucci et al, 2018). Furthermore, the amount of time teachers spent with their students also had a positive influence on their accuracy (Harks and Hannover, 2017;Marucci et al, 2018).…”

Section: Contextual Factorsmentioning

confidence: 99%

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Teachers' Accuracy in Estimating Social Inclusion of Students With and Without Special Educational Needs

et al. 2020

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It is unclear to what extent teachers can accurately assess the social inclusion of their students with and without SEN. The study aims to shed light on these desiderata. Students (N = 1.644) with SEN (learning, behavior, and language problems) and without SEN and their teachers (N = 79) participated in the study. Sociometric peer nominations, students' self-perceived social inclusion, and teachers' assessments regarding students' social inclusion and self-perceived social inclusion were administered. The results suggest that teachers are moderately accurate in identifying social acceptance and social rejection, while accuracy is low when assessing students' self-perceived social inclusion. That said, rating accuracy varied strongly between teachers, ranging from no agreement to a perfect concordance. Teachers seem to be more accurate in estimating the social acceptance of students with learning problems. The results emphasize the importance of differentiating between various social inclusion criteria (i.e., students' self-report vs. peer nominations) and accounting for inter-individual differences in teachers' rating accuracy.

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Section: Contextual Factorsmentioning

confidence: 71%

Section: Contextual Factorsmentioning

confidence: 99%

Teachers' Accuracy in Estimating Social Inclusion of Students With and Without Special Educational Needs

et al. 2020

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“…The literature on this question is heterogeneous. The range of correlations between teacher and student reports on students' social status has varied from low to high, depending on the assessment methods used (e.g., Ledingham et al, 1982;Landau et al, 1984;Huesmann et al, 1994;Babad, 2001;Wu et al, 2001;Andrade et al, 2005;Jackson and Campbell, 2009;McKown et al, 2011;van den Berg et al, 2015;Harks and Hannover, 2017;Marucci et al, 2018;Harks and Hannover, 2019;Wilbert et al, 2020). Some studies compared teachers' ratings (e.g., McKown et al, 2011) or categorical responses (e.g., Andrade et al, 2005) with students' peer nominations.…”

Section: Peer and Teacher Reports To Assess Students' Social Statusmentioning

confidence: 99%

“…The authors reported low to moderate correlations between students' and teachers' nomination scores (r 0.26-0.45). In a study by Harks and Hannover (2017), teachers (n 17) were required to nominate a limited number of peers from the classroom (grades 4-10) who they assumed a given student would report liking most. Students reported the same information, but from their own perspective.…”

Section: Peer and Teacher Reports To Assess Students' Social Statusmentioning

confidence: 99%

Brief Research Report: Agreement Between Teacher and Student Reports on Students’ Acceptance and Rejection

Schoop-Kasteler

Müller

2021

Front. Educ.

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Student-reported peer nominations are typically used to obtain information on the social status (i.e., acceptance and rejection) of students in their classrooms. However, under certain circumstances this assessment method cannot be used, for example for logistical reasons or with students with intellectual disabilities (ID) who are not always able to fill out peer nominations. In such instances, teacher reports on students’ expected nominations may serve as a proxy. As part of a larger study on students with ID, we evaluated the agreement between teachers’ and students’ peer reports regarding individual students’ acceptance and rejection using unlimited nomination procedures in Grades 4–6 mainstream classrooms. As many students with ID cannot fill out peer nominations, this evaluation study used a sample of typically developing students without ID. Teachers (n = 27, Mage = 34.24 years, SD = 10.85; 85.2% female) nominated all peers from the classroom who they believed individual students would report as “liked” and “not liked”. For direct comparison, students (n = 441, Mage = 11.36 years, SD = 0.89; 46.8% female) themselves were also asked to report their “liked” and “not liked” nominations. Students received both more “liked” and more “not liked” nominations from their peers than from their teachers. Students’ social status as calculated from teacher reports showed only partial agreement with social status as calculated from student reports, suggesting that in mainstream classrooms student reports cannot be easily replaced by teacher reports. Perspectives on the application of teacher-reported peer nominations in special needs settings are discussed.

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“…Markedly weaker congruence exists between students' actual emotional, motivational and psychosocial characteristics and teachers' assessments of these characteristics. Assessment objects include, for instance, school-related anxiety (Spinath 2005;Südkamp et al 2017), well-being (Urhahne and Zhu 2015), interest (Hosenfeld et al 2002), motivation (Praetorius et al 2017Spinath 2005;Urhahne et al 2013), engagement (Kaiser et al 2013), academic self-concept (Praetorius et al 2017;Südkamp et al 2017;Spinath 2005), understanding (Hosenfeld et al 2002), work habits and social behaviour (Stang and Urhahne 2016) and sympathy-based peer interactions (Harks and Hannover 2017).…”

Section: Heterogeneity In the Classroom And The Limited Accuracy Of Teachers' Diagnostic Judgementsmentioning

confidence: 99%

A Learning Analytics Approach to Address Heterogeneity in the Classroom: The Teachers’ Diagnostic Support System

2020

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Addressing heterogeneity in the classroom by adapting instruction to learners’ needs challenges teachers in their daily work. To provide adaptive instruction in the most flexible way, teachers face the problem of assessing students’ individual characteristics (learning prerequisites and learning needs) and situational states (learning experiences and learning progress) along with the characteristics of the learning environment. To support teachers in gathering and processing such multidimensional diagnostic information in class, we have developed a client–server based software prototype running on mobile devices: the Teachers’ Diagnostic Support System. Following the generic educational design research process, we (1) delineate theoretical implications for system requirements drawn from a literature review, (2) describe the systems’ design and technical development and (3) report the results of a usability study. We broaden our theoretical understanding of heterogeneity within school classes and establish a basis for technological interventions to improve diagnostic accuracy in adaptive instructional strategies.

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Sympathiebeziehungen unter Peers im Klassenzimmer: Wie gut wissen Lehrpersonen Bescheid?

Cited by 13 publications

References 22 publications

Teachers' Accuracy in Estimating Social Inclusion of Students With and Without Special Educational Needs

Teachers' Accuracy in Estimating Social Inclusion of Students With and Without Special Educational Needs

Brief Research Report: Agreement Between Teacher and Student Reports on Students’ Acceptance and Rejection

A Learning Analytics Approach to Address Heterogeneity in the Classroom: The Teachers’ Diagnostic Support System

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