Contrasting Viewpoints: Using Information From Multiple Reporters to Understand Classroom Dynamics

Session Type: Symposium

Abstract

Classroom research increasingly employs a both subjective data from students and teachers and objective data from independent observers to measure teacher instruction and student learning processes. The papers in this symposium examine the causes and consequences of congruence of data from different sources and reporters, treating congruence, or lack thereof, as relevant and meaningful information in the scientific study of classroom dynamics. Papers focus on congruence between teacher- and student-reported data and observational measures and student-report data, examining how congruence relates to teacher-rated student behavior (Paper 1) and academic achievement and student reports of their own effort (Paper 2), and how congruence is explained by classroom features (Paper 3) and insider vs. outsider perspectives of the classroom (Paper 4).

Sub Unit

• Division C - Learning and Instruction / Division C - Section 2b: Learning and Motivation in Social and Cultural Contexts

Chair

• Erik Ruzek, University of Virginia

Papers

• Does Congruence Between Student and Observer Ratings of Classroom Interactions Matter for Student Behavior and Relationships? - Catherine Corbin, University of Virginia; Erik Ruzek, University of Virginia; Jason Downer, University of Virginia

• From Structure to Process: Do Students' Own Constructions of Their Classroom Drive Their Learning? - Katerina Schenke, University of California - Los Angeles

• Predictors of Student and Teacher Reports of Student-Centered Instruction in Secondary School Mathematics Classrooms - Tara Lynn Hofkens, University of Virginia; Richard James Correnti, University of Pittsburgh; Ming-Te Wang, University of Pittsburgh

• Comparing Adolescent and Adult Assessments of Teachers' Classroom Management - Tanner LeBaron Wallace, University of Pittsburgh

Discussant

• Jennifer A. Fredricks, Union College