Teacher frame of reference and the big-fish-little-pond effect

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Reliability and agreement of student ratings of the classroom environment: A reanalysis of TIMSS data (2007, background): “The students in a class, for example, might rate their teacher’s frame of reference orientation on a five-point Likert scale (Lüdtke et al., 2005).”
The Big-Fish-Little-Pond Effect: Persistent Negative Effects of Selective High Schools on Self-Concept After Graduation (2007, methodology): “In response to the Marsh and Hau (2003) OECD PISA study, both Dai (2004) and Plucker et al.”
Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects (2012, background): “…a substantial classroom climate literature that focuses on the nature of student feedback given by teachers to individual students (e.g., Heckhausen & Heckhausen, 2008; Lüdtke et al., 2005; Rheinberg & Krug, 1999; also see related work by Ames, 1992; Covington, 2001; Marshall & Weinstein, 1984).”
The Big-Fish-Little-Pond Effect: What Do We Know and Where Do We Go from Here? (2008, methodology): “Marsh (1987) noted that the BFLPE might be smaller for older students, as they "typically have some basis for the assessment of their own academic skills that is independent of the performances of their classmates, and they often know how the average ability level of their classmates compares with s”