Who is the expert? Construct and criteria validity of student and teacher ratings of instruction

By M. Kunter, J. Baumert. 2007

394 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/e0f8ff5c425f311e3745a1558dfd2a87fe8f34ff

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Citations in the corpus

Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains (2013, methodology): “The single items for each teaching characteristic were either adopted or adapted from existing instruments (Kunter & Baumert, 2006; Pekrun et al., 2007).”
What makes lessons interesting?: The role of situational and individual factors in three school subjects (2008, background): “Further research might address this issue by using multiple sources of information (e.g., teacher reports, third-person observations, analysis of instructional tasks) to provide more objective perceptions of instruction (Kunter & Baumert, 2006b).”
Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation (2015, background): “of providing challenging and stimulating tasks and by emphasizing critical and independent thinking (Butler, 2007; Kunter et al., 2008). Supporting evidence was recently demonstrated by Butler and Shibaz (2014) who found that teacher mastery goals predicted student reports of cognitively activating ”
Teacher self-efficacy as a long-term predictor of instructional quality in the classroom (2016, background): “In addition, teacher ratings can have advantages: Teachers are experts on many facets of instruction and, in addition to parsimony and face validity, teacher ratings can have predictive validity (Kunter and Baumert 2006; Lanahan et al. 2005).”
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): “…combined student and teacher ratings with simultaneous analyses at the student and the class level (for exceptions, see, e.g., Downer et al., 2014; Kunter & Baumert, 2006), we tested whether social support and classroom management represented distinct factors at both levels and regardless of…”
Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement (2020, background): “It has been questioned whether students can be a reliable source of information on teacher behavior (e.g., Fauth, Decristan, Rieser, Klieme, & Buttner, 2014; Kunter & Baumert, 2007).”
Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career (2020, positive): “Although it is a limitation of this study that student reports could not be included, previous research (Kunter & Baumert, 2006; Wagner et al., 2016) showed high agreement between teacher reports and student ratings of classroom management in particular, which was the focus of our study.”
Assessment Drives Learning: The Effect of Central Exit Exams on Curricular Knowledge and Mathematical Literacy (2009, neutral): “However, students might not be the best judges of the quality of schooling (Kunter and Baumert, 2006).”
Effects of Autonomy-Supportive Teaching on Student Learning and Motivation (2012, methodology): “Perceived controlling behaviors consisted of a four-item scale that operationalized the teacher’s behaviors that were potentially disruptive to students’ autonomous learning (Kunter & Baumert, 2006; Tsai et al., 2008).”
Longitudinal relations between perceived autonomy and social support from teachers and students' self-regulated learning and achievement (2016, result): “We assume that there is a relation between the perception of students and the actual behaviour of teachers; research has found low to moderate correlations between teachers' and students' perceptions of teacher behaviour (Hornstra, 2013; Kunter & Baumert, 2006).”
Measuring Effective Teacher-Student Interactions From a Student Perspective (2015, background): “…student perspective have done so with items that may be more related to detecting various instructional approaches (“task selection and task implementation [and] . . . features of the tasks set in class”; Kunter & Baumert, 2006, p. 244), which may be difficult constructs for students to report on.”