Classroom Management and its Impact on Lesson Outcomes in Physics
Katharina Fricke
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Katharina Fricke, Classroom Management and its Impact on Lesson Outcomes in Physics (2016), Logos Verlag, Berlin, ISBN: 9783832591861
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Beschreibung / Abstract
The major purpose of research in the present study was to contribute to the clarification of physics-related learning conditions in the phase when students' change from primary to secondary school stage. This purpose goes back to the divergent performance of German primary and secondary school students in the science part of international comparative studies. There is a wide consensus that, in developing efficient classroom management strategies, teachers can guarantee a higher amount of academic learning time, which proves relevant not only for studentsâ school performance, but also for fostering their motivation to learn.
The present study firstly aimed at contributing to the demand of a theoretical conceptualization that regards classroom management in the overall structure of quality of instruction in physics. Against this background, the study suggests a definition of classroom management with three subconstructs discipline, rules and rituals and prevention of disruption, but also addresses the desiderata in terms of subject-specific research on classroom management.
Relating the classroom management data to student achievement did not explain as much variance as was expected based on literature review. However, most of the published studies regard classroom management as a whole and do not differentiate between its sub-facets though experts on Rasch analysisâwhich was used in the present studyâhighly recommended a three-dimensional model. To sum up, the findings of this study refer to interrelations of aspects of quality of instruction within a school stage or to a cross-sectional comparison of quality of instruction between school stages.
The present study firstly aimed at contributing to the demand of a theoretical conceptualization that regards classroom management in the overall structure of quality of instruction in physics. Against this background, the study suggests a definition of classroom management with three subconstructs discipline, rules and rituals and prevention of disruption, but also addresses the desiderata in terms of subject-specific research on classroom management.
Relating the classroom management data to student achievement did not explain as much variance as was expected based on literature review. However, most of the published studies regard classroom management as a whole and do not differentiate between its sub-facets though experts on Rasch analysisâwhich was used in the present studyâhighly recommended a three-dimensional model. To sum up, the findings of this study refer to interrelations of aspects of quality of instruction within a school stage or to a cross-sectional comparison of quality of instruction between school stages.
Inhaltsverzeichnis
- BEGINN
- 1 INTRODUCTION
- 2 CLASSROOM MANAGEMENT: STATE OF RESEARCH AND DESIDERATA
- 2.1 Definition of Classroom Management
- 2.2 Classroom Management as a Part of Quality of Instruction and/or Teacher Effectiveness Research
- 2.3 Research (Desiderata) on Classroom Management
- 3 CLASSROOM MANAGEMENT IN THE PLUS PROJECT – FRAMING PROBLEM, MODELS AND RESEARCH INTENTIONS
- 3.1 The PLUS Project: Framing Problem
- 3.2 The Model of the PLUS Project
- 3.3 Modelling the Impact of Classroom Management on Student Achievement in Physics-related Lessons within PLUS
- 3.4 Research Questions and Hypotheses
- 4 STUDY DESIGN AND INSTRUMENTS
- 4.1 Study Design
- 4.2 Paper-and-pencil Instruments
- 4.3 Video Analysis
- 5 CONDUCTION OF MAIN STUDY
- 5.1 Description of the Sample
- 5.2 Testing in Schools
- 6 METHODS OF DATA ANALYSIS
- 6.1 Classical Test Theory
- 6.2 Item Response Theory
- 6.3 Multilevel Analyses
- 7 RESULTS I: QUALITY ASPECTS OF ASSESSING CLASSROOM MANAGEMENT AT DIFFERENT SCHOOL STAGES
- 7.1 Questionnaire on the Students†™ Perceptions of Their Teacher†™s Classroom Management (SPCM)
- 7.2 Video Coding System of the Teachers†™ Classroom Management (CTCM)
- 8 RESULTS II: DESCRIPTIVE RESULTS OF TEACHER AND STUDENT VARIABLES AT DIFFERENT SCHOOL STAGES
- 8.1 Dependent Variables
- 8.2 Selected Independent Variables
- 9 RESULTS III: MULTILEVEL ANALYSES OF CLASSROOM MANAGEMENT AND STUDENT ACHIEVEMENT
- 9.1 The Impact of Classroom Management on Students†™ Integrated Conceptual Understanding
- 9.2 The Impact of Classroom Management on Students†™ Topic-related Interest
- 10 DISCUSSION AND CONCLUSION
- 10.1 Summary and Discussion of the Results
- 10.2 Conclusion and New Perspectives
- 11 REFERENCES
- 12 TABLE OF FIGURES
- 13 INDEX OF TABLES
- 14 APPENDIX