The quality of student ratings of teacher behaviour

By R. de Jong, K. J. Westerhof. 2001

182 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ee2995209129bd50e437aa870dd2df6fbdf994d1

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes (2014, background): “More organised and less disrupted lessons provide more time on task (de Jong & Westerhof, 2001).”
Learning environment and students' mathematics attitude (2012, background): “A study of De Jong and Westerhof (2001) demonstrated that aggregated student ratings provide a good assessment of teacher behaviour.”
Emotional transmission in the classroom : exploring the relationship between teacher and student enjoyment (2009, background): “Several studies have documented the value of student reports, aggregated to class means, to assess instructional variables (Aleamoni, 1999; Clausen, 2002; De Jong & Westerhof, 2001; Trautwein, Lüdtke, Schnyder, & Niggli, 2006).”
Teacher interpersonal behaviour and student achievement in English as a Foreign Language classrooms in China (2009, methodology): “…to gather than, for example, observational data, that student perceptions are often based on a large number of lessons, and that they are created by students taking into account many different situations, teachers and contexts (Clausen 2002; De Jong and Westerhof 2001; den Brok 2001; Fraser 1998).”
Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers (2016, result): “Research shows that student perceptions are mostly more predictive of student outcomes compared to observations (De Jong & Westerhof, 2001; Seidel & Shavelson, 2007) and teachers’ subjective perceptions of their own teaching behavior (Maulana, Opdenakker, Den Brok, & Bosker, 2011; Scantleburry,…”
Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context (2010, unknown): “This completeclass sampling strategy meant that class-average judgments were available as meaningful measures of instructional and classroom climate (see Aleamoni , 1999; De Jong & Westerhof, 2001, for the quality of aggregated student ratings as an indicator of instructional and climate measures).”
Assessing How Teachers Enhance Self-Regulated Learning: A Multiperspective Approach (2013, background): “As a meta-analysis by Dignath and Büttner (2008) has shown, teachers play an important role in supporting their students’ SRL, but training by teachers leads to lower effects than does training by researchers.”