Identifying Exemplary Teachers and Teaching: Evidence from Student Ratings 1

By K. Feldman. 2007

381 citations recorded by the source corpus.

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Citations in the corpus

Teacher professionalism and student evaluation of teaching: will better teachers receive higher ratings and will better students give higher ratings? (2006, background): “As a result of his overview of several research studies, Feldman (1976, 1997) reports the existence of a modest but significant correlation between (expected) grading and student ratings of teacher effectiveness of between 0.10 and 0.30, while Centra (2003) believes the correlation averages are cl”
Exposure to Effective Instruction and College Student Persistence: A Multi-Institutional Replication and Extension (2011, neutral): “1999; d’Apollonia & Abrami, 1997; Feldman, 1997; Greenwald and Gillmore, 1997; Marsh &”
The Impact of Faculty and Staff on High-Risk College Student Persistence (2011, background): “Studies of exemplary faculty also highlight passion and enthusiasm for their work and for students, along with an ability to connect with students (Feldman, 1997; Light, 2001; Lowman, 1994; Stephenson, 2001).”
Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains (2013, methodology): “…teaching characteristics could be described by two latent factors of teaching characteristics (cf., other approaches focusing on groups of teaching characteristics; e.g., Feldman, 2007; Hugener et al., 2009; Kunter & Baumert, 2006; Marsh, 1982, 1987, 2007; Murray, 1983; Seidel & Shavelson, 2007).”
Do Higher Grades Lead to Favorable Student Evaluations? (2005, background): “Gigliotti and Buchtel (1990), Greenwald (1980), and Feldman (1997) have summarized psychological attribution studies that discuss these types of results.”
Disciplinary Differences in Student Ratings of Teaching Quality (2011, background): “Several reviews have concurred that course evaluation questionnaires give quite reliable and valid measures of teaching effectiveness (Aleamoni 1999; Feldman 1996, 1997, 2007; Marsh 1987, 2007; Marsh and Dunkin 1997; McKeachie 1997).”
Exploratory Structural Equation Modeling (2009, neutral): “…others (Braskamp, Brandenburg, & Ory, 1985; Cashin, 1988; Centra, 1993; P. A. Cohen, 1980, 1981; Costin, Greenough, & Menges, 1971; de Wolf, 1974; Feldman , 1977, 1978, 1989a, 1989b, 1997; McKeachie, 1997; Remmers, 1963; Richardson, 2005; Rindermann, 1996) concluded that SETs based on…”
On the Validity of Student Evaluation of Teaching (2013, background): “Reviews and multisection studies suggest positive and moderate correlations between student grades and SET scores (Onwuegbuzie et al., 2009), varying between .10 and .47 (Cohen, 1981; Feldman, 1997).”
A Century of Grading Research (2016, neutral): “Meta-analytic work (Centra & Creech, 1976; Feldman, 1997) suggests correlations between .10 and .30, or that anticipated grades account for less than 10% of the variance in course evaluations.”
Self-Assessment of Knowledge: A Cognitive Learning or Affective Measure? (2010, background): “Extensive research has been conducted to examine whether SET are related to cognitive learning (e.g., Ambady & Rosenthal, 1993; Arreola, 2006; Centra & Gaubatz, 1998; Cohen, 1981; d’Apollonia & Abrami, 1997; Feldman, 2007; Greenwald, 1997; McKeachie, 1997).”