Is teacher judgment accuracy of students’ characteristics beneficial for verbal teacher-student interactions in classroom? |
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| Institution: | 1. German Institute for International Educational Research (DIPF), Frankfurt am Main, Germany;2. Center for Methods, Leuphana University of Lüneburg, Germany;3. Department of Education, University of Bamberg, Germany;4. Department of Education, University of Münster, Germany;5. Department of Psychology, University of Augsburg, Germany;1. Towson University, Towson, 8000 York Road, Towson, MD, 21252, USA;2. University of North Carolina at Charlotte, Charlotte, 9201 University City Blvd, Charlotte, NC, 28223, USA |
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| Abstract: | To support individual learning, teachers have to accurately judge student characteristics such as pre-achievement and self-concept of ability as pre-requisites for learning (Corno, 2008). This study investigated whether teacher judgment accuracy in interplay with student characteristics was predictive for verbal teacher-student interactions. A video study of NS = 348 students in NC = 18 mathematics classrooms was conducted. Multilevel analyses showed that student self-concept was predictive of verbal teacher-student interactions. In addition, adaptive teacher questions were observed for students with lower pre-achievement. Conclusions with regard to adaptive functions of teacher judgment accuracy in the process of teaching are drawn. |
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| Keywords: | Teacher judgment accuracy Pre-achievement Self-concept of ability Teacher-student interaction |
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