Prior research has shown that the agreement between teacher and student ratings of instructional quality is, at best, moderate, and the associations between measures of instructional quality and outcomes such as standardized achievement are typically small and somewhat mixed across both perspectives. One explanation for these low-to-moderate…

Teachers' occupational well-being (level of emotional exhaustion and job satisfaction) and quality of instruction are two key aspects of research on teaching that have rarely been studied together. The role of occupational engagement and resilience as two important work-related self-regulatory dimensions that predict occupational well-being and…

Sixty administrators were presented with two forms of responses (positive or negative) on teacher application forms. Administrators were asked to evaluate teachers based on their applications and to determine whether they would be interested in this teacher for their schools. (Author/DEP)

This experiment explored the applicability of naturalistic methods of ecological psychology to the study of teacher behavior. Some differences were found between teachers who had been identified as effective or ineffective. The ecological methodology is thought to be a fruitful one for the study of teacher effectiveness. (Author/JKS)

Support was found for two hypotheses declaring that students attending the last regular meeting of a college course in introductory psychology give more favorable instructor and course evaluations than those attending the final examination only. (Author/SE)

Undergraduate students participated in a study to measure the effect of variables influencing teacher rating. Overall, students rated their instructors more positively when they believed evaluation was sponsored by the faculty rather than a student group. (Author/DEP)

College students using teacher's reputation or ability to select sections congregated in certain sections and rated instructors more favorably than classmates using other criteria, endangering previous teacher rating form validation studies which failed to randomize students to classes. (Author/BW)

After 39 months, the performance of the subjects was still significantly superior to their precourse performance on 8 of the 10 behaviors that were scored. (Author)

This study examines the relationship between student ratings and the degree of choice the instructor has in deciding whether a given course will be evaluated. It was concluded that voluntariness of evaluation need not be taken into consideration when using large, multinstitutional, comparative student rating data pools. (Author/PN)

Two similarly designed studies which were conducted 15 years apart at different universities and which involved over 9,700 students and 277 faculty gave nearly identical answers to the question of what teaching characteristics carry greatest weight in predicting students general opinion of their teacher's effectiveness. (Author/RC)