Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power.

By Wolfgang Wagner, Richard Göllner, Sarah Werth, Thamar Voss, Bernhard Schmitz, Ulrich Trautwein. 2016

204 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/42613dc914dd2a39799c3744f5a7cbc3a8710b0c

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review (2021, background): “, supervisors or mentor teachers), or student ratings of the instructional quality (e.g., Atteberry et al., 2015; Hamre et al., 2013; Wagner et al., 2016).”
Relation of Student Achievement to the Quality of Their Teachers and Instructional Quality (2016, background): “A long-standing controversy exists whether teacher or student ratings describe instructional quality more reliably and/or more validly (Desimone 2011; Schlesinger and Jentsch 2016; Wagner et al. 2015).”
Students’ Idiosyncratic Perceptions of Teaching Quality in Mathematics: A Result of Rater Tendency Alone or an Expression of Dyadic Effects Between Students and Teachers? (2018, background): “There is no doubt that support represents an important predictor of students’ outcomes (Fauth et al., 2014; Kunter et al., 2013; Wagner et al., 2016), but distinctions need to be made T hi s do cu m en t is co py ri gh te d by th e A m er ic an Ps yc ho lo gi ca l A ss oc ia tio n or on e of its…”
The Relations Among School Climate, Instructional Quality, and Achievement Motivation in Mathematics (2016, unknown): “…between school climate, instructional quality, and achievement motivation, several studies have pointed either to the importance of school climate for student motivation (Wang and Degol 2015) or to the importance of instructional quality for motivation (Fauth et al. 2014; Wagner et al. 2015).”
Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career (2020, unknown): “Wagner et al. (2016) further showed that teacher ratings of classroom management revealed a substantial amount of consistency over time.”
Social Support and Classroom Management Are Related to Secondary Students’ General School Adjustment: A Multilevel Structural Equation Model Using Student and Teacher Ratings (2018, background): “In contrast, particularly social support has been empirically linked to students’ self-related beliefs in specific subject domains, whereas only classroom management has been related to achievement (e.g., Wagner et al., 2016).”