| Classroom observation systems in context: A case for the validation of observation systems |
8 |
| Teachers' and school administrators' attitudes and beliefs of teacher evaluation: a preliminary investigation of high poverty school districts |
6 |
| Adopting and adapting: school leaders in the age of data-informed decision making |
5 |
| Different teacher-level effectiveness estimates, different results: inter-model concordance across six generalized value-added models (VAMs) |
4 |
| Understanding the influence of teachers' cognitive and affective responses upon school inspection feedback acceptance |
4 |
| Once good teaching, always good teaching? The differential stability of student perceptions of teaching quality |
4 |
| Pointing teachers in the wrong direction: understanding Louisiana elementary teachers' use of Compass high-stakes teacher evaluation data |
4 |
| Teacher evaluation as data use: what recent research suggests |
3 |
| Methodological issues in value-added modeling: an international review from 26 countries |
3 |
| Resistance to classroom observation in the context of teacher evaluation: teachers' and department heads' experiences and perspectives |
3 |
| The impact of linguistic similarity on cross-cultural comparability of students' perceptions of teaching quality |
3 |
| Reframing conversations about teacher quality: school and district administrators' perceptions of the validity, reliability, and justifiability of a new teacher evaluation system |
3 |
| Introducing school-based assessment as part of junior cycle reform in Ireland: a bridge too far? |
3 |
| Assessing instructional leadership from two mindsets in China: power distance as a moderator |
2 |
| Using the dynamic approach to school improvement to promote quality and equity in education: a European study |
2 |
| The role of teacher characteristics in an educational standards reform |
2 |
| Potential sources of invalidity when using teacher value-added and principal observational estimates: artificial inflation, deflation, and conflation |
1 |
| Underperforming teachers: the impact on co-workers and their responses |
1 |
| From restoration to transitions: delineating the reforms of education inspection in China |
1 |
| Does a teacher's classroom observation rating vary across multiple classrooms? |
1 |
| Dimensionality and Predictive validity of the Classroom Learning Activities Checklist in Prekindergarten |
1 |
| Trust in results |
0 |
| On the association between two things: the case of student surveys and classroom observations of teaching quality |
0 |
| Standards and assessment: coherence from the teacher's perspective |
0 |
| Towards a learning-oriented assessment to improve students' learning-a critical review of literature |
0 |
| Learning opportunities in teacher education and proficiency levels in general pedagogical knowledge: new insights into the accountability of teacher education programs |
0 |
| A complex adaptive system approach to evaluation: application to a pay-for-performance program in the USA |
0 |
| Teacher specialization and student perceived instructional quality: what are the relationships to student reading achievement? |
0 |
| The distinction of excellent students in the Portuguese state school as a strategy of educational marketing accountability |
0 |
| Teacher log of students' opportunity to learn and classroom observation: an initial investigation of convergence |
0 |
| Reconciling top-down policy intent with internal accountability: the role of Chinese school principals |
0 |
| Comparing and assessing the consequences of two different approaches to measuring school effectiveness |
0 |
| Acing the test: an examination of teachers' perceptions of and responses to the threat of state takeover |
0 |
| Putting bureaucratic accountability into a perspective in terms of academic achievement |
0 |
| New evidence concerning school accountability and mathematics instructional quality in the no child left behind era |
0 |
