Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes

By Benjamin Fauth, Jasmin Decristan, Svenja Rieser, E. Klieme, G. Büttner. 2014

532 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/93aa42469c26690f94afb443ff1624b2d5ad2e07

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Citations in the corpus

Measuring Effective Teacher-Student Interactions From a Student Perspective (2015, background): “However, a recent study in Germany suggests that upper elementary school students may be able to distinguish among instructional, organizational, and social/emotional elements of classroom processes in ways that predict student achievement (Fauth et al., 2014).”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, unknown): “(Continued) Author Year Students (N) p/s rpe rne rpa rna rpn rea Drugli 2013 825 p – – .06 −.20 – – Elias & Haynes 2008 282 p – – −.05 – – – Engels et al. 2016 1,116 s .28 −.24 – – −.25 – Erkman et al. 2010 223 p .35 – .23 – – .12 Faircloth & Hamm 2005 5,530 s .32 – .33 – – – Fauth et al. 2014 1,070”
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): “Initial studies among elementary students indicated that classroom management and social support represent empirically distinguishable factors at both levels (Downer et al., 2014; Fauth et al., 2014).”
The Relations Among School Climate, Instructional Quality, and Achievement Motivation in Mathematics (2016, unknown): “Itisnoteworthy that most studies investigate relations between instructional quality and achievement, while fewer include achievement motivation as an educational outcome (Fauth et al. 2014; Good et al. 2009).”
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 effect of content and language integrated learning on students' English and history competences – Killing two birds with one stone? (2016, background): “Instructional quality was measured using student ratings which have been shown to be valid indicators of classroom processes (Fauth et al., 2014).”
The relation between content-specific and general teacher knowledge and skills (2016, background): “It includes only two of the many challenges mathematics teachers have to deal with, namely mathematics instruction and classroom management, although these challenges are without doubt particularly relevant for instructional quality and student achievement (Fauth et al., 2014).”
What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey (2016, background): “Only in the past decade have researchers begun to assess such aspects of student ratings of instruction (e.g., Fauth et al., 2014; Kunter, Tsai, Klusmann, Brunner, Krauss, & Baumert, 2008; Wagner et al., 2013), a necessity if these measures are to be used in high-stakes teacher evaluation systems.”
Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation (2017, background): “…is empirically corroborated by the demonstrated contributions of (1) teacher motivation to the use of instructional practices and of (2) instructional practices to facets of student motivation (e.g., Fauth et al., 2014b; Kunter, Baumert et al., 2007; Urdan & Schoenfelder, 2006; Urdan, 2010).”