The Experts below are selected from a list of 198 Experts worldwide ranked by ideXlab platform
Theo Wubbels - One of the best experts on this subject based on the ideXlab platform.
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Development and evaluation of a Chinese version of the Questionnaire on Teacher Interaction (QTI)
Learning Environments Research, 2018Co-Authors: Tim Mainhard, Theo WubbelsAbstract:Teacher–student interpersonal relationships play an important role in education. The Questionnaire on Teacher Interaction (QTI) was designed to measure students’ interpersonal perceptions of their Teachers. There are two Chinese versions of the QTI for student use, and that inherited the weaknesses of the previous English versions, such as items that focus on class Behaviour, instead of Teacher Behaviour, or that include conditionals and negations. The present study aimed to develop an improved Chinese version of the QTI which is conceptually parallel with the original QTI and with the use of optimal item wording. The process contained several steps, including expert panels and student and Teacher interviews. New items were also created based on the Chinese secondary classroom context, rather than only using translations of English items. The final version of the Chinese version of the QTI presented in this paper was evaluated with a sample of 2000 students from 4 secondary schools in mainland China who rated a total of 80 Teachers. The resulting version of the Chinese QTI had adequate validity and reliability, and it distinguished clearly between Teachers. The predictive validity was supported by the relation between the students’ perceptions of their Teachers and their academic emotions in class. Although further improvement of the instrument is recommended, it can be used to study interpersonal Teacher Behaviour in China and to help to improve Chinese Teachers’ teaching practices.
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Teachers' Expectations of Teacher-Student Interaction: Complementary and Distinctive Expectancy Patterns.
Teaching and Teacher Education, 2012Co-Authors: R. J. De Jong, J. Van Tartwijk, Nico Verloop, Imj Veldman, Theo WubbelsAbstract:Abstract In this study it is investigated what student responses Teachers expect in particular Teacher Behaviour vignettes, and whether experience and gender produce differences in expectations. Teacher Behaviour vignettes were presented to Teachers ( N = 46), who described the student responses they anticipated. Anticipated student responses were then rated on their level of control and affiliation. Results indicated Teachers' expectations were indeed complementary except for hostile vignettes, where Teachers expected more submissive responses than other populations. There were no significant differences as a result of experience, however, female Teachers expected friendlier responses than male Teachers in friendly as well as in hostile vignettes.
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coercive and supportive Teacher Behaviour within and across lesson associations with the classroom social climate
Learning and Instruction, 2011Co-Authors: Tim M Mainhard, Mieke Brekelmans, Theo WubbelsAbstract:Abstract The present study investigated whether the classroom social climate varies between lessons. Specifically, the within- and across-lesson associations of coercive and supportive Teacher Behaviour incidents with the classroom social climate were studied. Participants in the study were 48 Dutch secondary school Teachers and their classes, that is, 1208 students. Multilevel process analyses showed that supportive Behaviour incidents correlated with a positive social climate during the current lesson and the lesson a week later in terms of Teacher interpersonal proximity. Supportive Behaviour incidents did not, however, correlate with social climate in terms of Teacher interpersonal influence. Coercive Behaviour incidents correlated with disrupted Teacher proximity during the current lesson and the lesson a week later, but did not virtually correlate to increased levels of a Teacher’s influence in the classroom.
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Secondary Teachers' interpersonal Behaviour in Singapore, Brunei and Australia: A cross-national comparison
Asia Pacific Journal of Education, 2006Co-Authors: Perry Den Brok, Theo Wubbels, Mieke Brekelmans, Darrell L. Fisher, Tony RickardsAbstract:This study investigates the reliability and validity of the Questionnaire on Teacher Interaction (QTI) in three countries: Singapore, Brunei and Australia. The QTI maps student perceptions of interpersonal Teacher Behaviour and is based on the circumplex Model for Interpersonal Teacher Behaviour (MITB) that investigates the Teacher–student relationship in terms of the two dimensions of influence and proximity. Students' perceptions of their Teachers in the three countries are also compared. Results show that the QTI scales are represented by two independent dimensions and that scales can be ordered in terms of a circular structure. However, empirical scale locations differ from their theoretical positions as hypothesised by the circumplex model, and among countries. Differences in Teacher influence and proximity are also found among the countries.
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interpersonal Teacher Behaviour and student outcomes
School Effectiveness and School Improvement, 2004Co-Authors: Perry Den Brok, Mieke Brekelmans, Theo WubbelsAbstract:In this study, the effectiveness of secondary education Teachers' interpersonal Behaviour is investigated by analysing data from 2 samples: a study on 45 Physics Teachers and their 3rd-year classes and a study on 32 English as a Foreign Language (EFL) Teachers and their 3rd-year classes. Teacher interpersonal Behaviour was studied by means of students' perceptions of this Behaviour, collected with the Questionnaire on Teacher Interaction (QTI). These perceptions include 2 important dimensions: Influence and Proximity. Results of multilevel analyses with various covariates indicated that Influence and Proximity were positively related to both cognitive and affective outcomes. Interpersonal Behaviour explained up to more than half of the variance in student outcomes at the Teacher-class level. The outcomes suggest that interpersonal Behaviour as perceived by students may be an important variable for educational effectiveness researchers.
Perry Den Brok - One of the best experts on this subject based on the ideXlab platform.
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students perceptions of science Teachers interpersonal Behaviour in secondary schools development of a turkish version of the questionnaire on Teacher interaction
Learning Environments Research, 2007Co-Authors: Sibel S Telli, Perry Den Brok, Jale CakirogluAbstract:The purpose of the study was to investigate the reliability and validity of a Turkish adaptation of an existing instrument for measuring Teacher interpersonal Behaviour. The Questionnaire on Teacher Interaction (QTI) maps Teacher Behaviour in terms of two dimensions: Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). A sample of 674 students from 24 classes (Grades 9–11) of experienced Teachers in two Turkish secondary schools participated in the study. Development of the instrument involved several steps: translation and back translation by Teacher educators; piloting of different versions while refining the items; interviews with students and Teachers to establish the importance of Teacher interpersonal Behaviour in the Turkish context; and a final administration of the questionnaire to the sample described. Interview data and statistical analyses supported the reliability and validity of the instrument. Turkish Teachers were perceived by their students as very cooperative and moderately dominant.
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Secondary Teachers' interpersonal Behaviour in Singapore, Brunei and Australia: A cross-national comparison
Asia Pacific Journal of Education, 2006Co-Authors: Perry Den Brok, Theo Wubbels, Mieke Brekelmans, Darrell L. Fisher, Tony RickardsAbstract:This study investigates the reliability and validity of the Questionnaire on Teacher Interaction (QTI) in three countries: Singapore, Brunei and Australia. The QTI maps student perceptions of interpersonal Teacher Behaviour and is based on the circumplex Model for Interpersonal Teacher Behaviour (MITB) that investigates the Teacher–student relationship in terms of the two dimensions of influence and proximity. Students' perceptions of their Teachers in the three countries are also compared. Results show that the QTI scales are represented by two independent dimensions and that scales can be ordered in terms of a circular structure. However, empirical scale locations differ from their theoretical positions as hypothesised by the circumplex model, and among countries. Differences in Teacher influence and proximity are also found among the countries.
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interpersonal Teacher Behaviour and student outcomes
School Effectiveness and School Improvement, 2004Co-Authors: Perry Den Brok, Mieke Brekelmans, Theo WubbelsAbstract:In this study, the effectiveness of secondary education Teachers' interpersonal Behaviour is investigated by analysing data from 2 samples: a study on 45 Physics Teachers and their 3rd-year classes and a study on 32 English as a Foreign Language (EFL) Teachers and their 3rd-year classes. Teacher interpersonal Behaviour was studied by means of students' perceptions of this Behaviour, collected with the Questionnaire on Teacher Interaction (QTI). These perceptions include 2 important dimensions: Influence and Proximity. Results of multilevel analyses with various covariates indicated that Influence and Proximity were positively related to both cognitive and affective outcomes. Interpersonal Behaviour explained up to more than half of the variance in student outcomes at the Teacher-class level. The outcomes suggest that interpersonal Behaviour as perceived by students may be an important variable for educational effectiveness researchers.
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the international Teacher students and Teachers perceptions of preferred Teacher student interpersonal Behaviour in two united world colleges
Journal of Research in International Education, 2004Co-Authors: Lodewijk Van Oord, Perry Den BrokAbstract:This study investigated students’ and Teachers’ views of preferred teaching in terms of the Teacher-student interpersonal relationship. Interpersonal Teacher Behaviour was studied by means of the Model for Interpersonal Teacher Behaviour. Data was gathered from 176 students and 39 Teachers from two United World Colleges, one in Norway and one in Wales. Results of the study suggest small differences in the profile of preferred teaching between Teachers and students. Moreover, differences in perceptions of the preferred interpersonal Teacher were also found with respect to students’ gender and students’ and Teachers’ continent of origin.
Jale Cakiroglu - One of the best experts on this subject based on the ideXlab platform.
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students perceptions of science Teachers interpersonal Behaviour in secondary schools development of a turkish version of the questionnaire on Teacher interaction
Learning Environments Research, 2007Co-Authors: Sibel S Telli, Perry Den Brok, Jale CakirogluAbstract:The purpose of the study was to investigate the reliability and validity of a Turkish adaptation of an existing instrument for measuring Teacher interpersonal Behaviour. The Questionnaire on Teacher Interaction (QTI) maps Teacher Behaviour in terms of two dimensions: Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). A sample of 674 students from 24 classes (Grades 9–11) of experienced Teachers in two Turkish secondary schools participated in the study. Development of the instrument involved several steps: translation and back translation by Teacher educators; piloting of different versions while refining the items; interviews with students and Teachers to establish the importance of Teacher interpersonal Behaviour in the Turkish context; and a final administration of the questionnaire to the sample described. Interview data and statistical analyses supported the reliability and validity of the instrument. Turkish Teachers were perceived by their students as very cooperative and moderately dominant.
Constantinos M Kokkinos - One of the best experts on this subject based on the ideXlab platform.
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the model of interpersonal Teacher Behaviour a qualitative cross cultural validation within the greek elementary education context
British Educational Research Journal, 2011Co-Authors: Kyriakos Charalampous, Constantinos M KokkinosAbstract:The Model of Interpersonal Teacher Behaviour (MITB) provides a widely acclaimed framework for studying the student-Teacher interaction. However, the consistently weak psychometric properties of the instruments designed to measure the MITB in educational contexts other than the ones for which the MITB was originally developed, indicate the need for scrutinised cross- cultural adaptation procedures. The present study examined the cross-cultural validity of the MITB within the Greek elementary education context. Semi-structured interviews were under- taken with 6 Teachers and 24 students. Interviews were analysed using the method of qualitative content analysis. The findings corroborated the validity of the MITB and indicated slight repetitive patterns of differentiation in the conceptualisation of the MITB by both Greek elementary students and Teachers.
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The Model of Interpersonal Teacher Behaviour: a qualitative cross‐cultural validation within the Greek elementary education context
British Educational Research Journal, 2011Co-Authors: Kyriakos Charalampous, Constantinos M KokkinosAbstract:The Model of Interpersonal Teacher Behaviour (MITB) provides a widely acclaimed framework for studying the student-Teacher interaction. However, the consistently weak psychometric properties of the instruments designed to measure the MITB in educational contexts other than the ones for which the MITB was originally developed, indicate the need for scrutinised cross- cultural adaptation procedures. The present study examined the cross-cultural validity of the MITB within the Greek elementary education context. Semi-structured interviews were under- taken with 6 Teachers and 24 students. Interviews were analysed using the method of qualitative content analysis. The findings corroborated the validity of the MITB and indicated slight repetitive patterns of differentiation in the conceptualisation of the MITB by both Greek elementary students and Teachers.
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Interpersonal Teacher Behaviour in primary school classrooms: A cross-cultural validation of a Greek translation of the Questionnaire on Teacher Interaction
Learning Environments Research, 2009Co-Authors: Constantinos M Kokkinos, Kyriakos Charalambous, Aggeliki DavazoglouAbstract:The present study investigated the psychometric properties of a Greek translation of the Questionnaire on Teacher Interaction Primary (G-QTIP). A sample of 273 primary school students from 17 Grade 5 and 6 classes in Cyprus public schools, as well as their Teachers, participated in the study. Students completed a self-report questionnaire consisting of demographic questions and the G-QTIP. Teachers also rated students’ academic achievement in language and mathematics. The study also investigated the effects of students’ demographics and academic achievement on their perceptions. Confirmatory factor analysis supported the a priori structure of the instrument, but with a reduced number of items and with the removal of the Uncertain scale. In general, the G-QTIP is valid and reliable for use in Greek-speaking contexts.
Sibel S Telli - One of the best experts on this subject based on the ideXlab platform.
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students perceptions of science Teachers interpersonal Behaviour in secondary schools development of a turkish version of the questionnaire on Teacher interaction
Learning Environments Research, 2007Co-Authors: Sibel S Telli, Perry Den Brok, Jale CakirogluAbstract:The purpose of the study was to investigate the reliability and validity of a Turkish adaptation of an existing instrument for measuring Teacher interpersonal Behaviour. The Questionnaire on Teacher Interaction (QTI) maps Teacher Behaviour in terms of two dimensions: Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). A sample of 674 students from 24 classes (Grades 9–11) of experienced Teachers in two Turkish secondary schools participated in the study. Development of the instrument involved several steps: translation and back translation by Teacher educators; piloting of different versions while refining the items; interviews with students and Teachers to establish the importance of Teacher interpersonal Behaviour in the Turkish context; and a final administration of the questionnaire to the sample described. Interview data and statistical analyses supported the reliability and validity of the instrument. Turkish Teachers were perceived by their students as very cooperative and moderately dominant.
