Classroom Composition and Measured Teacher Performance

By Matthew P. Steinberg, Rachel Garrett. 2016

157 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/2a3e4849f58644c5430aaa9f564ab056cbf8d5f9

How researchers see this paper

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

In Education

1. Shanyce L. Campbell
2. Matthew Ronfeldt
3. Dan Goldhaber
4. Julie Cohen
5. K. R. Mahan
6. Roddy J. Theobald
7. Michael Hansen
8. Gema Zamarro

In Information Systems and Management

1. Matthew Ronfeldt
2. Julie Cohen
3. Shanyce L. Campbell
4. Dan Goldhaber
5. Michael Hansen
6. Roddy J. Theobald
7. Gema Zamarro
8. R. Buddin

Citations in the corpus

• Observational Evaluation of Teachers: Measuring More Than We Bargained for? (2016, methodology): “Steinberg and Garrett (2016) conclude, ‘‘Ultimately, we are unable to definitively determine whether the incoming achievement3 effect reflects bias in observation scores due to the composition of a teacher’s class or whether teachers are systematically higher performing when assigned to higher…”
• Building a More Complete Understanding of Teacher Evaluation Using Classroom Observations (2016, background): “Some studies find that measures of classroom climate, teacher-student interactions, and behavior management are particularly sensitive to students’ prior academic achievement (Lazarev & Newman, 2015; Steinberg & Garrett, 2016).”