Ratings of university teacher instruction: how much do student and course characteristics really matter?

By Tanya N. Beran, Claudio Violato. 2005

128 citations recorded by the source corpus.

Subfields: Accounting, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/69a46d3645a1cf5ae28a521d9dc0c5d54227d250

How researchers see this paper

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

In Accounting

1. Bert Brockx
2. L. Reid
3. D. Mortelmans
4. P. Spooren

In Education

1. Bert Brockx
2. L. Reid
3. John V. Kucsera
4. Dawn Zimmaro
5. D. Mortelmans
6. P. Spooren
7. H. Hornstein
8. Wolfgang Stroebe

In Social Psychology

1. Bert Brockx
2. L. Reid
3. D. Mortelmans
4. P. Spooren
5. H. Hornstein
6. Wolfgang Stroebe
7. M. Goos
8. A. Salomons

Citations in the corpus

• Comparing the Effectiveness of Intensive and Traditional Courses (2010, background): “However, a study by Beran and Violato (2005) may provide some insight.”
• On the Validity of Student Evaluation of Teaching (2013, background): “For instance, Beran and Violato (2005) found that various students and characteristics explained only 7% of the total variance in SET scores.”
• The role of perceived race and gender in the evaluation of college teaching on RateMyProfessors.Com. (2010, background): “As Beran and Violato (2005) noted, the omission of race from discussions of student evaluations of teaching is particularly problematic because student evaluations are the most commonly used metric for evaluating teaching in promotion and tenure cases (see also Basow, 1998; Marsh, 2007; McKeachie,…”