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Jim Doherty. (1988) Teacher expectations and specific judgements: The effect of two non‐cognitive variables on teachers’ predictions of scores in four standardised attainment tests. Evaluation & Research in Education 2:1, pages 11-25.
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Boou Chen & Chunkai Zhao. Teachers’ administrative positions and students’ non-cognitive abilities in China: evidence from a quasi-natural experiment. Applied Economics 0:0, pages 1-18.
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Articles from other publishers (21)
Jessica R. Toste, Leigh McLean, Peng Peng, Lisa Didion, Marissa J. Filderman, Nicole Sparapani & Carol McDonald Connor. (2023) Do Teacher Perceptions of Students’ Academic and Behavioral Skills Influence Time Spent in Small-Group Reading Instruction?. The Elementary School Journal 124:2, pages 245-269.
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Melanie Olczyk, Sarah Gentrup, Thorsten Schneider, Anna Volodina, Valentina Perinetti Casoni, Elizabeth Washbrook, Sarah Jiyoon Kwon & Jane Waldfogel. (2023) Teacher judgements and gender achievement gaps in primary education in England, Germany, and the US. Social Science Research 116, pages 102938.
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Mehmet Akif Güzel & Tahsin Oğuz Başokçu. (2023) Knowledge about others’ knowledge: how accurately do teachers estimate their students’ test scores?. Metacognition and Learning 18:1, pages 295-312.
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Linda Mai, Alina Köchling & Marius Claus Wehner. (2022) “This Student Needs to Stay Back”: To What Degree Would Instructors Rely on the Recommendation of Learning Analytics?. SN Computer Science 3:4.
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Georg Hosoya, Sigrid Blömeke, Katja Eilerts, Lars Jenßen & Michael Eid. (2021) Absolute and Relative Judgment Accuracy: Early Childhood Teachers' Competence to Evaluate Children's Mathematical Skills. Frontiers in Psychology 12.
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Detlef Urhahne & Lisette Wijnia. (2021) A review on the accuracy of teacher judgments. Educational Research Review 32, pages 100374.
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Esther Kaufmann. (2020) How accurately do teachers’ judge students? Re-analysis of Hoge and Coladarci (1989) meta-analysis. Contemporary Educational Psychology 63, pages 101902.
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Karina Karst & Meike Bonefeld. (2020) Judgment accuracy of preservice teachers regarding student performance: The influence of attention allocation. Teaching and Teacher Education 94, pages 103099.
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Jeroen Lavrijsen & Karine Verschueren. (2020) Student characteristics affecting the recognition of high cognitive ability by teachers and peers. Learning and Individual Differences 78, pages 101820.
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Lisette Wijnia, Sofie M.M. Loyens, Eva Derous & Henk G. Schmidt. (2016) University teacher judgments in problem-based learning: Their accuracy and reasoning. Teaching and Teacher Education 59, pages 203-212.
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Kirstine Hansen. (2016) The relationship between teacher perceptions of pupil attractiveness and academic ability. British Educational Research Journal 42:3, pages 376-398.
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Georg Lorenz, Sarah Gentrup, Cornelia Kristen, Petra Stanat & Irena Kogan. (2016) Stereotype bei Lehrkräften? Eine Untersuchung systematisch verzerrter LehrererwartungenStereotypes Among Teachers? A Study of Systematic Bias in Teacher Expectations. KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie 68:1, pages 89-111.
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Johanna Kaiser, Jens Möller, Friederike Helm & Mareike Kunter. (2015) Das Schülerinventar: Welche Schülermerkmale die Leistungsurteile von Lehrkräften beeinflussenThe student inventory: how student characteristics bias teacher judgments. Zeitschrift für Erziehungswissenschaft 18:2, pages 279-302.
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Detlef Urhahne. (2015) Teacher behavior as a mediator of the relationship between teacher judgment and students' motivation and emotion. Teaching and Teacher Education 45, pages 73-82.
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Volker Stocké. 2010. Vom Kindergarten bis zur Hochschule. Vom Kindergarten bis zur Hochschule
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Robert D. Hoge & Theodore Coladarci. (2016) Teacher-Based Judgments of Academic Achievement: A Review of Literature. Review of Educational Research 59:3, pages 297-313.
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Elizabeth Goodacre. (2009) Reading Research in Great Britain—1985. Reading 21:1, pages 16-29.
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Andreas Helmke & Friedrich-Wilhelm Schrader. (1987) Interactional effects of instructional quality and teacher judgement accuracy on achievement. Teaching and Teacher Education 3:2, pages 91-98.
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