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Teaching Quality in Higher Education
12 references·0 citing·50 second hop
Teaching Quality in Higher Education (2022)Teaching Quality in Higher EducationThe relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics - A multilevel analysis (2021)The relative strength of rela…Who Sees What? (2020)Who Sees What?Construction and validation of a short multidisciplinary research performance questionnaire (SMRPQ) (2019)Construction and validation o…University instructors’ achievement goals for teaching. (2018)University instructors’ achie…Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power. (2015)Student and teacher ratings o…Survey Measures of Classroom Instruction (2009)Survey Measures of Classroom …Further evidence supporting the validity of both a multidimensional profile and an overall evaluation of teaching effectiveness (2008)Further evidence supporting t…Who is the expert? Construct and criteria validity of student and teacher ratings of instruction (2007)Who is the expert? Construct …The dimensionality of student ratings of teaching: integration of uni‐ and multidimensional models (2005)The dimensionality of student…Using Multiple Methods to Assess Students' Perceptions of Classroom Goal Structures (2004)Using Multiple Methods to Ass…Measuring the Content of Instruction: Uses in Research and Practice (2002)Measuring the Content of Inst…SEEQ: A RELIABLE, VALID, AND USEFUL INSTRUMENT FOR COLLECTING STUDENTS' EVALUATIONS OF UNIVERSITY TEACHING (1982)SEEQ: A RELIABLE, VALID, AND …Handbook of educational psychology (1997)Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering (2005)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Handbook of Educational Psychology (2013)How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. (2013)Professional competence of teachers: Effects on instructional quality and student development. (2013)A social-cognitive approach to motivation and personality. (1988)Achievement goals in the classroom: Students' learning strategies and motivation processes. (1988)Classrooms: Goals, structures, and student motivation. (1992)Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs (2006)Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms (2007)Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011)National Council of Teachers of Mathematics (1979)Handbook of research on teaching (1986)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction (2008)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Common Core Standards (2011)Toward a Critical Race Theory of Education (1995)Instructional Systems of Practice: A Multidimensional Analysis of Math and Science Undergraduate Course Planning and Classroom Teaching (2012)Digest of Education Statistics (2014)Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence (2019)COVID-19 and schooling: evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer (2020)Principles of Instructional Design (1974)ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)Learning to Teach in Higher Education (2003)Students’ Evaluations of University Teaching: Dimensionality, Reliability, Validity, Potential Biases and Usefulness (2007)Profiling Teacher/Teaching Using Descriptors Derived from Qualitative Feedback: Formative and Summative Applications (2008)On the Validity of Student Evaluation of Teaching (2013)Patterns of Attachment: A Psychological Study of the Strange Situation (1978)Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2008)Relation of Student Achievement to the Quality of Their Teachers and Instructional Quality (2016)Generic dimensions of teaching quality: the German framework of Three Basic Dimensions (2018)Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes (2022)Confirmatory factor analysis for applied research (2007)Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance (2007)Teaching self-efficacy of graduate student instructors: Exploring faculty motivation, perceptions of autonomy support, and undergraduate student engagement (2019)Academics’ motivations in professional training courses: effects on learning engagement and learning gains (2020)Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences (2021)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Common method biases in behavioral research: A critical review of the literature and recommended remedies. (2003)Motivational climate in mathematics classrooms: teacher self-efficacy for student engagement, student- and teacher-reported emotional support and student interest (2022)Addressing the reciprocal nature of effects in teacher motivation research: A study on relations among teacher motivation, student-reported teaching, and student enjoyment and achievement (2023)Math attitudes and math anxiety predict students' perception of teacher support in primary school, but not vice versa (2023)Students' evaluations of university teaching: Dimensionality, reliability, validity, potential baises, and utility. (1984)Students' evaluations of University teaching: Research findings, methodological issues, and directions for future research (1987)Exploratory Structural Equation Modeling, Integrating CFA and EFA: Application to Students' Evaluations of University Teaching (2009)A Mixed-Methods Approach to Investigating Social and Emotional Learning at Schools: Teachers’ Familiarity, Beliefs, Training, and Perceived School Culture (2021)Working more collaboratively to better understand teaching and its quality: Challenges faced and possible solutions (2021)
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References

  • 2002Measuring the Content of Instruction: Uses in Research and Practice625 cited
  • 1982SEEQ: A RELIABLE, VALID, AND USEFUL INSTRUMENT FOR COLLECTING STUDENTS' EVALUATIONS OF UNIVERSITY TEACHING534 cited
  • 2007Who is the expert? Construct and criteria validity of student and teacher ratings of instruction462 cited
  • 2015Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power.222 cited
  • 2004Using Multiple Methods to Assess Students' Perceptions of Classroom Goal Structures154 cited
  • 2018University instructors’ achievement goals for teaching.139 cited
  • 2009Survey Measures of Classroom Instruction133 cited
  • 2005The dimensionality of student ratings of teaching: integration of uni‐ and multidimensional models65 cited
  • 2020Who Sees What?59 cited
  • 2021The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics - A multilevel analysis48 cited
  • 2008Further evidence supporting the validity of both a multidimensional profile and an overall evaluation of teaching effectiveness46 cited
  • 2019Construction and validation of a short multidisciplinary research performance questionnaire (SMRPQ)13 cited

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