Trusting What You Know: The High Stakes of Classroom Relationships

By Miriam Raider-Roth. 2005

117 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0a404c7d6268ff99b678e7be61b3a0fb5e586b33

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Heidi L. Andrade
2. Ying Du
3. Carol Rodgers
4. Ernesto Panadero
5. A. Jonsson
6. Gavin T. L. Brown
7. Zi Yan
8. J. Alonso-Tapia

In Education

1. Heidi L. Andrade
2. Ying Du
3. Miriam Raider-Roth
4. Carol Rodgers
5. Ernesto Panadero
6. Zi Yan
7. A. Jonsson
8. Gavin T. L. Brown

Citations in the corpus

• Attending to Student Voice: The Impact of Descriptive Feedback on Learning and Teaching (2006, background): “See Raider-Roth (2005) for a sensitive exploration of teacher–student relationship and what students choose to share with teachers, particularly in the realm of student self-assessment.”
• Student responses to criteria‐referenced self‐assessment (2007, background): “Is it a matter of students trusting what they know (Raider-Roth, 2005), or a matter of power (Tan, 2004)?”
• Presence in teaching (2006, background): “It is from this vantage point that we can see the importance of opportunities for student feedback, self-reflection and self-assessment that is communicated to the teacher and to which the teacher responds (Raider-Roth, 2004, 2005a,b; Rodgers, in press).”