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首页> 外文期刊>Learning Environments Research >Classroom disruptions, the teacher-student relationship and classroom management from the perspective of teachers, students and external observers: a multimethod approach
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Classroom disruptions, the teacher-student relationship and classroom management from the perspective of teachers, students and external observers: a multimethod approach

机译：从教师，学生和外部观察者的角度来看课堂中断，师生关系和教室管理：一种多方法方法

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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.
机译：这项研究使用问卷调查和系统的行为观察来检查教师，学生和外部观察员如何看待瑞士5年级和6年级教室的教室干扰，师生关系和教室管理。问卷调查显示，班上的学生在课堂干扰，师生关系和课堂管理方面的评价在一定程度上是一致的。通过对教师和学生的评分进行比较，可以发现在这些结构上的共识各不相同。我们发现在课堂干扰方面达成的共识不强到中等，师生关系的对应性较弱，并且在课堂管理方面没有关联。行为观察的结果表明，外部观察者和学生的评分之间存在适度的一致性，但外部观察者和班主任的评分之间没有关联，并且与主题教师的评分之间的对应关系较弱。因此，外部观察者的低推断性观察与学生的评价比教师的评价好得多。综上所述，学生，教师和观察员对课堂过程的理解不同。

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