Reliability and agreement of student ratings of the classroom environment: A reanalysis of TIMSS data

By O. Lüdtke, Ulrich Trautwein, M. Kunter, J. Baumert. 2007

223 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a5db45726bbeca071ac3036c1a05e9f5bb2a5bcc

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In Education

Citations in the corpus

Antecedents and Effects of Teachers’ Emotional Experiences: An Integrated Perspective and Empirical Test (2009, background): “The corresponding high ICC(2) documented the reliability of the aggregated student ratings; they ranged between .84 and .91 (for the use of ICC(2) as a reliability indicator of class-aggregated values see e.g. Ludtke et al. 2006 ).”
Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics. (2010, background): “A satisfactory ICC2 is a necessary precondition for detecting associations between variables at the class level (see Bliese, 2000; Lüdtke et al., 2006).”
Emotional transmission in the classroom : exploring the relationship between teacher and student enjoyment (2009, background): “Aggregating individual student ratings to assess group-level constructs (such as teacher behavior) is acceptable only if there is sufficient interrater agreement within groups (Bliese, 2000; Lüdtke et al., 2006).”
Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2010, methodology): “Given these theoretical considerations, the COACTIV group has developed a CK test to assess teachers’ deep understanding of the mathematical content covered in secondary school, as well as a separate PCK test to assess their knowledge of tasks, student ideas, and representations and explanations. As”
The Climate for Entrepreneurship at Higher Education Institutions (2018, background): “While the concepts of psychological and organizational climate are typically applied to employees in firms, they have also been used to study students at schools or universities (Ancis et al., 2000; Anderson, 1982; Cureton, 2003; Lüdtke et al., 2006; Pfeifer and Schneider, 1974; Thapa et al., 2013).”
Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach (2016, background): “In the context of the present study, ICC(2) can be interpreted as a measure of the reliability of aggregated (i.e., mean) state scores (Lüdtke et al., 2007).”