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      Lehrkrafteinschätzungen sozialer Akzeptanz und sozialer Kompetenz: Akkuratheit und systematische Verzerrung in inklusiv geführten Schulklassen : Translated title: Teachers' jugdments of students' social acceptance and social skills: Perceptual accuracy and bias in inclusive classrooms

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          Abstract

          Zusammenfassung. Die Förderung der sozialen Akzeptanz und der sozialen Kompetenz von Schülerinnen und Schülern durch Lehrkräfte ist im Kontext schulischer Inklusion von besonderer Relevanz. Voraussetzung dafür ist, dass sie diese Merkmale der Schülerinnen und Schüler angemessen diagnostizieren können. In dieser Studie wurde untersucht, wie akkurat Lehrkräfte die soziale Akzeptanz und die soziale Kompetenz von Schülerinnen und Schülern in inklusiv geführten Klassen einschätzen und ob die Lehrkrafteinschätzungen systematisch zum Nachteil von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf (SFB) verzerrt sind. Es ergaben sich geringe bis mittlere Zusammenhänge zwischen den Lehrkrafteinschätzungen der sozialen Akzeptanz und sozialen Kompetenz und den Beurteilungen der Peers. Die soziale Akzeptanz der Schülerinnen und Schüler mit SFB wurde über tatsächliche Gruppenunterschiede hinaus negativer eingeschätzt als die der Schülerinnen und Schüler ohne SFB. Im Rahmen ihrer Aus-, Fort- und Weiterbildung sollten Lehrkräften für mögliche systematische Verzerrungen in der Einschätzung von Schülerinnen und Schülern mit SFB sensibilisiert werden.

          Teachers' jugdments of students' social acceptance and social skills: Perceptual accuracy and bias in inclusive classrooms

          Abstract. In the context of inclusion, it is of high relevance that teachers foster students' peer relationships in the classroom and students' social skills. On this understanding, teachers should have the ability to accurately gauge these two aspects. In this study, we analyzed the accuracy of teachers' judgments of students' social acceptance and students' social skills in inclusive classrooms. In addition, we studied whether teachers' judgments are systematically biased towards students with a disability designation. As a result, teachers' judgments of students' social acceptance and social skills were positively related to peer nominations. Teachers' judgments of the social acceptance of students with a disability designation were lower than teachers' judgments of the social acceptance of students without a disability designation – while actual between-group differences were held constant. In teacher education and professional development programs, teachers should be made aware of systematic biases in teacher judgments towards students with a disability designation.

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          Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence.

          This study examined the utility of parent socialization models for understanding teachers' influence on student adjustment in middle school. Teachers were assessed with respect to their modeling of motivation and to Baumrind's parenting dimensions of control, maturity demands, democratic communication, and nurturance. Student adjustment was defined in terms of their social and academic goals and interest in class, classroom behavior, and academic performance. Based on information from 452 sixth graders from two suburban middle schools, results of multiple regressions indicated that the five teaching dimensions explained significant amounts of variance in student motivation, social behavior, and achievement. High expectations (maturity demands) was a consistent positive predictor of students' goals and interests, and negative feedback (lack of nurturance) was the most consistent negative predictor of academic performance and social behavior. The role of motivation in mediating relations between teaching dimensions and social behavior and academic achievement also was examined; evidence for mediation was not found. Relations of teaching dimensions to student outcomes were the same for African American and European American students, and for boys and girls. The implications of parent socialization models for understanding effective teaching are discussed.
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            Stichwort: Professionelle Kompetenz von Lehrkräften

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              Diagnostische Fähigkeiten von Lehrkräften: bei der Einschätzung von Schülerleistungen und Aufgabenschwierigkeiten bei Lernmedien mit instruktionalen Bildern

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                Author and article information

                Contributors
                Journal
                zpp
                Zeitschrift für Pädagogische Psychologie
                Hogrefe AG, Bern
                1010-0652
                1664-2910
                April 2018
                : 32
                : 1-2 ,
                : 39-51
                Affiliations
                [ 1 ]Technische Universität Dortmund
                Author notes
                Anna Südkamp, Fakultät Rehabilitationswissenschaften, Rehabilitationspsychologie, TU Dortmund, Emil-Figge-Str. 50, 44227 Dortmund, Tel. +49 231 755 6570, Fax +49 231 755 6572, E-Mail anna.suedkamp@ 123456tu-dortmund.de
                Article
                zpp_32_1-2_39
                10.1024/1010-0652/a000212
                Product
                Self URI (journal-page): https://econtent.hogrefe.com/loi/zpp
                Categories
                Originalarbeit

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