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Competences in the management of school classes (KODEK)

Version
1.0.0
Resource Type
Dataset
Creator
  • Thiel, Felicitas (Freie Universität Berlin)
  • Ophardt, Diemut (Freie Universität Berlin)
  • Piwowar, Valentina (Freie Universität Berlin)
Publication Date
2014-01-16
Contributor
  • Freie Universität Berlin (Data Collector)
Language
German
Classification
  • ZA:
    • Education, School Systems
  • CESSDA Topic Classification:
    • Education
    • Teaching profession
    • Compulsory and pre-school education
Description
  • Abstract

    Class management: management of pupil behavior. Management of instructions. Teacher-pupil-relation. I. Teacher Survey: 1. Knowledge: Self-evaluation of knowledge of class management in different areas: disruption intervention, rules, procedures and processes, group mobilization, clarity of the action program, conflicts between pupils, working realtionship with pupils, planning and time management (scales). 2. Competencies: Self-evaluation of competencies in above named areas as well as in the area of presence as a teacher (scales). 3. Occupational situation: Self-evaluation of the efficacy as a teacher (teacher self-efficacy) on the basis of chosen statements (teach subject matters also to problematic pupils, enthuse pupils for new projects, good relations with parents also in difficult situations, good relations with problematic pupils, better dealing with individual problems of pupils, serenity with classroom disruptions, good grasp for the pupils despite indisposition, low success despite high dedication to the development of pupils, creating new creative ideas in order to change inconvenient class structures); occupational burden (scale): enjoyment of occupation; feeling of constant overstraining; thinking about quitting occupation; job satisfaction; feeling of third-party control and monitoring of own work; emphasizing high workload in front of colleagues; with pleasure at workplace; wearing conflicts with superiors, feeling of overstraining, rarely being able to relax, exhausting own abilities; bad conscience towards pupils; no realization of own occupational ideals in everyday life; feeling of strain from responsibility for others; too much time pressure. Demography: age; gender; occupational years; year of graduation; form teacher of this class; having studied taught subject. Additionally coded: group affiliation (control- or intervention group); grade; name of school; lesson in which the survey took place. Münchner Aufmerksamkeitsinventar MAI: attention behavior of every pupil (share of no task; share of off task active; share of off task passive; share of on task reactive) concerning the prevalent context (subject related: share of context lesson, share of context seatwork/group work, share of context test, share of context transition; not subject related: share of context classroom management, share of context procedurals, share of context private interaction); involvement; frequency of individual interaction. II. Pupil Survey: Evaluation of the lesson in view of: classroom disruptions, rules, cooperation of pupils, distinct tasks and logical order, teachers dealing with disruptions, timesaving and frictionless procedures, vigilance of the teacher, wasting time, support in conflicts between pupils and teacher-pupil-relation (scales). Demography: age; gender. Additionally coded: group affiliation. III. Observer Survey: Evaluation of classroom management in following areas (scales): degree of disruption (severe disruptions, undisturbed lesson procedures, constant reactions of the teacher to disruptions); disruption intervention (rapid and efficient prevention of disruptions, adequacy of rebuke); rules (clear behavioral code); clarity of the action program (distinct and structured procedure of the teacher, clear wording of tasks and understanding of pupils); time management (goals of the lesson are achieved, fluid lesson procedure, appropriate tempo, time is used effective); procedures (periodically recurring procedures proceed smoothly without wasting time, experienced procedure of transitions between different phases of the lesson; monitoring (teacher recognizes all proceedings in classroom); group mobilization (active integration of all pupils in the lesson; teacher shows, that he/she expects an active and dedicated treatment of the exercises); working relationship and classroom climate (learning-friendly environment, friendly and respectful treatment of pupils, respectful relation between pupils and with teacher).
Temporal Coverage
  • 2010-09-16 / 2010-10-05
    intervention group pre
  • 2010-12-14 / 2011-02-25
    intervention group post
  • 2011-03-07 / 2011-03-24
    control group pre
  • 2010-05-03 / 2010-06-20
    control group post
Geographic Coverage
  • Berlin (DE-BE)
Sampled Universe
Teachers of secondary schools in Berlin, who participated in an advanced education program for developing the competence in classroom management as well as their pupils and trained observers.
Sampling
Non-probability Sample: Availability Sample
Collection Mode
  • Self-administered questionnaire: Paper Lesson-rating Non-participant field observation
Note
Data was collected in class during a double lesson. In the first lesson, three qualified observers conducted the class observation (two evaluating the class management, one evaluating the pupils’ attention). In the second lesson, the pupils and teachers were surveyed by means of pupil questionnaire and teacher questionnaire. An individual recording of pupils of one class was not carried out, but an assignment to their teacher’s code (five-digit code for the assignment of the different dates of collection).
Availability
Delivery
C - Data and documents are only released for academic research and teaching after the data depositor’s written authorization. For this purpose the Data Archive obtains a written permission with specification of the user and the analysis intention.
Rights
All metadata from GESIS DBK are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain Dedication. However, GESIS requests that you actively acknowledge and give attribution to all metadata sources, such as the data providers and any data aggregators, including GESIS. For further information see https://dbk.gesis.org/dbksearch/guidelines.asp
Alternative Identifiers
  • ZA5844 (Type: ZA-No.)
  • 1 (Type: VerbundFDB)
Publications
  • Ophardt, Diemut; Thiel, Felicitas: Klassenmanagement: Ein Handbuch für Studium und Praxis. Stuttgart: Kohlhammer, 2013
  • Piwowar, Valentina: Multidimensionale Erfassung von Kompetenzen im Klassenmanagement: Konstruktion und Validierung eines Beobachter- und eines Schülerfragebogens für die Sekundarstufe. Zeitschrift für Pädagogische Psychologie, 27 (4), S. 215-228
  • Thiel, Felicitas; Ophardt, Diemut: Kompetenzen des Klassenmanagements (KODEK): Entwicklung und Evaluation eines Fortbildungsprogramms für Lehrkräfte zum Klassenmanagement.
  • Thiel, F., Ophardt, D., Piwowar, V. (2012): Kompetenzen des Klassenmanagements (KODEK): Entwicklung und Evaluation eines Fortbildungsprogramms für Lehrkräfte zum Klassenmanagement; Abschlussbericht des Projekts. [Freie Universität Berlin]. doi: 10.2314/GBV:771646968.

Update Metadata: 2019-04-09 | Issue Number: 17 | Registration Date: 2014-01-17

Thiel, Felicitas; Ophardt, Diemut; Piwowar, Valentina (2014): Kompetenzen des Klassenmanagements (KODEK). Version: 1.0.0. GESIS Datenarchiv. Dataset. https://doi.org/10.4232/1.11823