IDEAS home Printed from
   My bibliography  Save this paper

Teachers' Evaluations and the Definition of the Situation in the Classroom


  • Dominik Becker

    (CGS, University of Cologne)

  • Klaus Birkelbach

    (University of Duisburg-Essen)


The theoretical contribution of this paper is to regard teachers' evaluations with a prognostic claim about students' future academic ability as a result of a special social situation in the classroom. We assume that after teachers have framed the social situation, particular scripts of action will determine the criteria on which teachers ground their evaluations. In concrete terms, we propose a theoretical approach that integrates existing meritocratic and 'habitus' explanations in the comprehensive framework of frame selection theory with its important distinction between a more automatic and a more rational type of information processing. Our empirical contribution is to test the hypotheses that we deduced from our theoretical assumptions in a set of structural equation models. Using data from the Cologne High School Panel (CHiSP), we find that even when controlling for the path structure of the model, indicators for both kinds of concepts are statistically significant. However, regardless of the underlying type of information processing, the predictive power of indicators operationalizing the meritocratic explanation is comparatively higher.

Suggested Citation

  • Dominik Becker & Klaus Birkelbach, 2011. "Teachers' Evaluations and the Definition of the Situation in the Classroom," Cologne Graduate School Working Paper Series 02-04, Cologne Graduate School in Management, Economics and Social Sciences.
  • Handle: RePEc:cgr:cgsser:02-04

    Download full text from publisher

    File URL:
    Download Restriction: no

    References listed on IDEAS

    1. Sophia Rabe-Hesketh & Anders Skrondal & Andrew Pickles, 2004. "Generalized multilevel structural equation modeling," Psychometrika, Springer;The Psychometric Society, vol. 69(2), pages 167-190, June.
    Full references (including those not matched with items on IDEAS)

    More about this item


    teachers' evaluations; inequality in educational opportunities; frame selection theory; structural equation modeling;

    NEP fields

    This paper has been announced in the following NEP Reports:


    Access and download statistics


    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:cgr:cgsser:02-04. See general information about how to correct material in RePEc.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (David Kusterer). General contact details of provider: .

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service hosted by the Research Division of the Federal Reserve Bank of St. Louis . RePEc uses bibliographic data supplied by the respective publishers.