| Qualities of classroom observation systems |
10 |
| School-to-school support within a competitive education system: views from the inside |
8 |
| Teacher mathematical knowledge, instructional quality, and student outcomes: a multilevel quantile mediation analysis |
7 |
| Effect of professional learning communities on teachers and students: reporting updated results and raising questions about research design |
7 |
| Capturing the complexity of differentiated instruction |
7 |
| Differentiated instruction in a data-based decision-making context |
6 |
| Do schools affect girls' and boys' reading performance differently? A multilevel study on the gendered effects of school resources and school practices |
6 |
| Successful components of school improvement in culturally diverse schools |
6 |
| Professional learning as a predictor for instructional quality: a secondary analysis of TALIS |
4 |
| Principals' use of rating scale categories in classroom observations for teacher evaluation |
3 |
| Effective schools, school segregation, and the link with school achievement |
3 |
| Validity and reliability of student perceptions of teaching quality in primary education |
3 |
| Classroom disciplinary climate of schools and gender - evidence from the Nordic countries |
3 |
| Who intends to learn and who intends to leave? The intention to leave education early among students from inclusive and regular classes in primary and secondary schools |
3 |
| Job satisfaction, school rule enforcement, and teacher victimization |
3 |
| Searching for differential teacher and school effectiveness in terms of student socioeconomic status and gender: implications for promoting equity |
3 |
| Planning for school turnaround in the United States: an analysis of the quality of principal-developed quick wins |
3 |
| The impact of national educational policies on student achievement: a European study |
2 |
| The principal as a key actor in promoting teachers' innovativeness - analyzing the innovativeness of teaching staff with variance-based partial least square modeling |
2 |
| Participation in extracurricular activities and student achievement: evidence from German all-day schools |
2 |
| Research-informed practice improvements: exploring linkages between school district use of research evidence and educational outcomes over time |
2 |
| Towards a philosophy of equity in educational effectiveness research: moving from utilitarianism to a Rawlsian paradigm |
2 |
| The global teaching profession: how treating teachers as knowledge workers improves the esteem of the teaching profession |
1 |
| Cultivating sustained teachers' professional learning within a centralised education system |
1 |
| Ability tracking and social trust in China's rural secondary school system |
1 |
| Evaluating instructional quality |
1 |
| Teaching quality: relationships between passion, deep strategy to learn, and epistemic curiosity |
1 |
| Improving mathematics results: does teachers' academic optimism matter? A study of lower secondary schools |
1 |
| Exploring gender gap and school differential effects in mathematics in Chilean primary schools |
1 |
| Testing the effectiveness of classroom formative assessment in Dutch primary mathematics education |
1 |
| Tackling inequality? Teacher effects and the socioeconomic gap in educational achievement. Evidence from Chile |
1 |
| It didn't make me a better teacher: inservice teacher constructions of dilemmas in high-stakes teacher evaluation |
1 |
| Putting all students in one basket does not produce equality: gender-specific effects of curricular intensification in upper secondary school |
1 |
| Can political inequality be reduced in the classroom? Testing the compensation hypothesis and the BFLPE on youth civic competence |
1 |
| School effects on Chilean children's achievement growth in language and mathematics: An accelerated growth curve model |
1 |
| Do differences in classroom composition provide unequal opportunities for academic learning and social participation of SEN students in inclusive classes in primary school? |
1 |
| Does private schooling affect international test scores? Evidence from a natural experiment |
0 |
| Measuring teaching skills in elementary education using the Rasch model |
0 |
| Reading for meaning: the effects of Developmental Education on reading achievements of primary school students from low SES and ethnic minority families |
0 |
| The long-term impact of effective teaching |
0 |
| Private schooling promotes political and economic freedom? An international fixed effects instrumental variables analysis |
0 |
| Democratization of educational systems, inequality, opportunity, and selection process: a re-examination of the case of France |
0 |
| Evaluating the quality of teaching: can there be valid differentiation in the middle of the performance distribution? |
0 |
| Exploring teacher and school variance in students' within-year reading and mathematics growth |
0 |
| Regional school context and teacher characteristics explaining differences in effective teaching behaviour of beginning teachers in the Netherlands |
0 |
| School self-evaluation: self-perception or self-deception? The impact of motivation and socially desirable responding on self-evaluation results |
0 |
| The effect of schools on school leavers' university participation |
0 |
| The stability of student ratings of teacher instructional practice: examining the one-year stability of the 7Cs composite |
0 |
| Are teachers consistently effective across subject matters? Revisiting the issue of differential teacher effectiveness |
0 |
| Professional development and teacher efficacy: evidence from the 2013 TALIS |
0 |
