nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
A comparison between value-added school estimates and currently used metrics of school accountability in California
|
Fagioli, Loris P. |
|
2014 |
|
2 |
p. 203-222 |
artikel |
2 |
Adopting and adapting: school leaders in the age of data-informed decision making
|
Young, Cornelius |
|
2018 |
|
2 |
p. 133-158 |
artikel |
3 |
A multidimensional adapted process model of teaching
|
Metsäpelto, Riitta-Leena |
|
|
|
2 |
p. 143-172 |
artikel |
4 |
Analyzing the degree of technology use occurring in pre-service teacher education
|
Stobaugh, Rebecca Ruth |
|
2011 |
|
2 |
p. 143-157 |
artikel |
5 |
An integral perspective on teacher evaluation: a review of empirical studies
|
Tuytens, Melissa |
|
|
|
2 |
p. 153-183 |
artikel |
6 |
Assessment and evaluation with clarifying purposes for policy and practice
|
Skedsmo, Guri |
|
|
|
2 |
p. 103-106 |
artikel |
7 |
Assessment policies and practices in contexts of diversity: unravelling the tensions
|
Ysenbaert, Joke |
|
|
|
2 |
p. 107-126 |
artikel |
8 |
Assistant principals in high-stakes accountability environments: The effects of job attributes and school characteristics
|
Muñoz, Marco A. |
|
2011 |
|
2 |
p. 131-142 |
artikel |
9 |
Association questions on knowledge retention
|
Lai, Chien-Hung |
|
|
|
2 |
p. 375-390 |
artikel |
10 |
A test-retest analysis of the Vanderbilt Assessment for Leadership in Education in the USA
|
Minor, Elizabeth Covay |
|
2016 |
|
2 |
p. 211-224 |
artikel |
11 |
Building affective commitment to organization among Chinese university teachers: the roles of organizational justice and job burnout
|
Li, Yongzhan |
|
2014 |
|
2 |
p. 135-152 |
artikel |
12 |
Chinese middle school teachers’ preferences regarding performance evaluation measures
|
Liu, Shujie |
|
2016 |
|
2 |
p. 161-177 |
artikel |
13 |
Consistency of report card grades and external assessments in a Canadian province
|
Ross, John A. |
|
2011 |
|
2 |
p. 159-180 |
artikel |
14 |
Correction to: An integral perspective on teacher evaluation: a review of empirical studies
|
Tuytens, Melissa |
|
|
|
2 |
p. 185-186 |
artikel |
15 |
Correction to: Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data
|
Karakus, Mehmet |
|
|
|
2 |
p. 279-280 |
artikel |
16 |
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
|
Huber, Stephan Gerhard |
|
|
|
2 |
p. 237-270 |
artikel |
17 |
Creating confusion or creative evaluation? The use of student evaluation of teaching surveys in Japanese tertiary education
|
Burden, Peter |
|
2010 |
|
2 |
p. 97-117 |
artikel |
18 |
Creating thinking schools through authentic assessment: the case in Singapore
|
Koh, Kim H. |
|
2011 |
|
2 |
p. 135-149 |
artikel |
19 |
Danish and Finnish PISA results in a comparative, qualitative perspective: How can the stable and distinct differences between the Danish and Finnish PISA results be explained?
|
Andersen, Frans Ørsted |
|
2010 |
|
2 |
p. 159-175 |
artikel |
20 |
Data, indicators, and feedback in education
|
Skedsmo, Guri |
|
|
|
2 |
p. 251-254 |
artikel |
21 |
Editorial
|
MacBeath, John |
|
2011 |
|
2 |
p. 107-111 |
artikel |
22 |
Editorial
|
MacBeath, John |
|
2010 |
|
2 |
p. 91-95 |
artikel |
23 |
Editorial
|
MacBeath, John |
|
2009 |
|
2 |
p. 101-104 |
artikel |
24 |
Editorial
|
MacBeath, John |
|
2012 |
|
2 |
p. 75-78 |
artikel |
25 |
Editorial
|
Edge, Karen |
|
2015 |
|
2 |
p. 103-104 |
artikel |
26 |
Editorial
|
Edge, Karen |
|
2013 |
|
2 |
p. 89-91 |
artikel |
27 |
Editorial
|
Edge, Karen |
|
2014 |
|
2 |
p. 105-106 |
artikel |
28 |
Elementary teachers’ perceptions of data-driven decision-making
|
Schelling, Natalie |
|
|
|
2 |
p. 317-344 |
artikel |
29 |
Erratum to: Two teacher quality measures and the role of context: evidence from Chile
|
Santelices, Maria Veronica |
|
2016 |
|
2 |
p. 147-153 |
artikel |
30 |
Evaluation of educators’ performance—balancing various measures to improve practice
|
Skedsmo, Guri |
|
2017 |
|
2 |
p. 107-110 |
artikel |
31 |
Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies
|
Antoniou, Panayiotis |
|
2014 |
|
2 |
p. 153-176 |
artikel |
32 |
Exploring the impact of cumulative testing on academic performance of undergraduate students in Spain
|
Domenech, Josep |
|
2015 |
|
2 |
p. 153-169 |
artikel |
33 |
Extending participation in standard setting: an online judging proposal
|
MacCann, Robert G. |
|
2010 |
|
2 |
p. 139-157 |
artikel |
34 |
Factors influencing the accuracy of Canada’s large-scale assessment data: Policies and practices of exclusion, absenteeism, and social promotion
|
Miller, Tess |
|
|
|
2 |
p. 201-231 |
artikel |
35 |
Faculty perception of improvements to instructional practices in response to student ratings
|
Safavi, Seyedeh Azadeh |
|
2013 |
|
2 |
p. 143-153 |
artikel |
36 |
From looking at our schools (LAOS) to whole school evaluation -management, leadership and learning (WSE-MLL): the evolution of inspection in irish schools over the past decade
|
McNamara, Gerry |
|
2012 |
|
2 |
p. 79-97 |
artikel |
37 |
Getting in the flow: adolescent test-takers, motivation, and optimal performance
|
Marszalek, Jacob M. |
|
|
|
2 |
p. 241-273 |
artikel |
38 |
Introducing school-based assessment as part of junior cycle reform in Ireland: a bridge too far?
|
Murchan, Damian |
|
2018 |
|
2 |
p. 97-131 |
artikel |
39 |
Investigating the measurement of academic resilience in Aotearoa New Zealand using international large-scale assessment data
|
Rudd, Georgia |
|
|
|
2 |
p. 169-200 |
artikel |
40 |
Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness
|
Vaisarova, Julie |
|
|
|
2 |
p. 195-226 |
artikel |
41 |
Just knowing how to read isn't enough! Assessing knowledge for teaching reading
|
Phelps, Geoffrey |
|
2009 |
|
2 |
p. 137-154 |
artikel |
42 |
Key actors’ involvement in implementing assessment reforms and using quality improvement measures
|
Skedsmo, Guri |
|
2018 |
|
2 |
p. 93-95 |
artikel |
43 |
Learning opportunities in teacher education and proficiency levels in general pedagogical knowledge: new insights into the accountability of teacher education programs
|
Klemenz, Stefan |
|
2019 |
|
2 |
p. 221-249 |
artikel |
44 |
Learning outcomes: What are they? Who defines them? When and where are they defined?
|
Prøitz, Tine S. |
|
2010 |
|
2 |
p. 119-137 |
artikel |
45 |
Longitudinal evidence on the predictive validity of the International Development and Early Learning Assessment (IDELA)
|
Pisani, Lauren |
|
|
|
2 |
p. 173-194 |
artikel |
46 |
Measurement issues in designing and implementing longitudinal evaluation studies
|
Ding, Cody S. |
|
2008 |
|
2 |
p. 155-171 |
artikel |
47 |
Measuring teaching quality: some key issues
|
Skedsmo, Guri |
|
2019 |
|
2 |
p. 151-153 |
artikel |
48 |
Missing children: how Chilean schools evaded accountability by having low-performing students miss high-stakes tests
|
Hofflinger, Alvaro |
|
|
|
2 |
p. 127-152 |
artikel |
49 |
More than a conversation: using cogenerative dialogues in the professional development of high school chemistry teachers
|
Martin, Sonya N. |
|
2008 |
|
2 |
p. 119-136 |
artikel |
50 |
Once good teaching, always good teaching? The differential stability of student perceptions of teaching quality
|
Gaertner, Holger |
|
2018 |
|
2 |
p. 159-182 |
artikel |
51 |
Personality and student performance on evaluation methods used in business administration courses
|
Lakhal, Sawsen |
|
2014 |
|
2 |
p. 171-199 |
artikel |
52 |
Preparing for the worst: identifying predictors of school decline as an improvement initiative
|
Meyers, Coby V. |
|
|
|
2 |
p. 255-290 |
artikel |
53 |
Principal holistic judgments and high-stakes evaluations of teachers
|
Briggs, Derek C. |
|
2016 |
|
2 |
p. 155-178 |
artikel |
54 |
Psychometric properties and optimizing of the Bracken School Readiness Assessment
|
De Almeida Maia, Denise |
|
|
|
2 |
p. 227-239 |
artikel |
55 |
Readiness and expectations questionnaire: a cross-cultural measurement instrument for first-year university students
|
Jansen, Ellen |
|
2013 |
|
2 |
p. 115-130 |
artikel |
56 |
Roles of assessment in secondary education: Participant perspectives
|
Rasmussen, Annette |
|
2010 |
|
2 |
p. 113-129 |
artikel |
57 |
School educators’ engagement with research: an Australian Rasch validation study
|
Gleeson, Joanne |
|
|
|
2 |
p. 281-307 |
artikel |
58 |
Schools which are named, shamed and blamed by the media: school accountability in Norway
|
Elstad, Eyvind |
|
2009 |
|
2 |
p. 173-189 |
artikel |
59 |
Single comments or average ratings: which elements of RateMyProfessors.com™ shape university students’ judgments and course choice intentions?
|
Scherr, Sebastian |
|
2013 |
|
2 |
p. 131-141 |
artikel |
60 |
Student achievement and education system performance in a developing country
|
Marshall, Jeffery H. |
|
2012 |
|
2 |
p. 113-134 |
artikel |
61 |
Student learning experience as indicator of teaching quality
|
Zerihun, Zenawi |
|
2012 |
|
2 |
p. 99-111 |
artikel |
62 |
Student perceptions of assessment feedback: a critical scoping review and call for research
|
Van der Kleij, Fabienne M. |
|
|
|
2 |
p. 345-373 |
artikel |
63 |
Sustainable school self-evaluation: enactments and perceptions of balancing accountability and improvement goals
|
Aderet-German, Tali |
|
|
|
2 |
p. 291-315 |
artikel |
64 |
Teacher evaluation—accountability and improving teaching practices
|
Huber, Stephan Gerhard |
|
2016 |
|
2 |
p. 105-109 |
artikel |
65 |
Teacher evaluation in Illinois: school leaders’ perceptions and practices
|
Lavigne, Alyson Leah |
|
2016 |
|
2 |
p. 179-209 |
artikel |
66 |
Teacher specialization and student perceived instructional quality: what are the relationships to student reading achievement?
|
Johansson, Stefan |
|
2019 |
|
2 |
p. 177-200 |
artikel |
67 |
Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA
|
Meng, Lingqi |
|
2015 |
|
2 |
p. 179-199 |
artikel |
68 |
The distinction of excellent students in the Portuguese state school as a strategy of educational marketing accountability
|
Torres, Leonor L. |
|
2019 |
|
2 |
p. 155-175 |
artikel |
69 |
The impact of linguistic similarity on cross-cultural comparability of students’ perceptions of teaching quality
|
Fischer, Jessica |
|
2019 |
|
2 |
p. 201-220 |
artikel |
70 |
The influence of teachers’ expectations on principals’ implementation of a new teacher evaluation policy in Flemish secondary education
|
Vekeman, Eva |
|
2014 |
|
2 |
p. 129-151 |
artikel |
71 |
Theoretical competence models, tests and designs
|
Skedsmo, Guri |
|
|
|
2 |
p. 139-141 |
artikel |
72 |
The power of role design: Balancing the principals financial responsibility with the implications of stress
|
Lindberg, Erik |
|
2012 |
|
2 |
p. 151-171 |
artikel |
73 |
The role of teacher characteristics in an educational standards reform
|
Zuber, Julia |
|
2018 |
|
2 |
p. 183-205 |
artikel |
74 |
Tomorrow’s teachers—selecting the best: An exploration of the quality rationale behind academic and experiential selection criteria for initial teacher education programmes
|
Heinz, Manuela |
|
2013 |
|
2 |
p. 93-114 |
artikel |
75 |
Two teacher quality measures and the role of context: evidence from Chile
|
Santelices, Maria Veronica |
|
2016 |
|
2 |
p. 111-146 |
artikel |
76 |
Undergraduate student engagement at a Chinese university: a case study
|
Zhang, Zhe |
|
2015 |
|
2 |
p. 105-127 |
artikel |
77 |
Understanding academic resilience, equity, and research engagement to improve education
|
Skedsmo, Guri |
|
|
|
2 |
p. 165-168 |
artikel |
78 |
Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses
|
Harris, Lois R. |
|
2014 |
|
2 |
p. 107-133 |
artikel |
79 |
Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data
|
Karakus, Mehmet |
|
|
|
2 |
p. 233-278 |
artikel |
80 |
Unpacking the data: an analysis of the use of Danielson’s (2007) Framework for Professional Practice in a teaching residency program
|
Roegman, Rachel |
|
2015 |
|
2 |
p. 111-137 |
artikel |
81 |
Use of the probit model to estimate school performance in student attainment of achievement testing standards
|
Finch, W. Holmes |
|
2014 |
|
2 |
p. 177-201 |
artikel |
82 |
Using cognitive interviews to pilot an international survey of principal preparation: A Western Australian perspective
|
Wildy, Helen |
|
2009 |
|
2 |
p. 105-117 |
artikel |
83 |
Using test scores to evaluate and hold school teachers accountable in New Mexico
|
Geiger, Tray J. |
|
|
|
2 |
p. 187-235 |
artikel |
84 |
Validating “value added” in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system
|
Amrein-Beardsley, Audrey |
|
2015 |
|
2 |
p. 139-159 |
artikel |