Citations (69)
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Jennifer Maria Luoto. (2023) Comparative education and comparative classroom observation systems. Comparative Education 59:4, pages 564-583.
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Anna Hawrot, A. Katharina Peters, Janina Roloff-Bruchmann & Karin Guill. (2023) The structure and predictors of instructional quality in private tutoring: a study among German private tutors. Educational Review 0:0, pages 1-19.
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Carmen-María Fernández-García, Mercedes Inda-Caro, Ridwan Maulana & Susana Torío-López. (2022) Teaching behaviours under observation: an instrument for assessing teaching quality in Spain (La observación del comportamiento del profesorado: un instrumento para evaluar la calidad docente en España). Culture and Education 34:2, pages 466-513.
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Stephanie M. A. Kruiper, Martijn J. M. Leenknecht & Bert Slof. (2022) Using scaffolding strategies to improve formative assessment practice in higher education. Assessment & Evaluation in Higher Education 47:3, pages 458-476.
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Lieke Jager, Eddie Denessen, Antonius Cillessen & Paulien C. Meijer. (2022) Capturing instructional differentiation in educational research: investigating opportunities and challenges. Educational Research 64:2, pages 224-241.
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Anke de Boer & Sanne Kuijper. (2021) Students’ voices about the extra educational support they receive in regular education. European Journal of Special Needs Education 36:4, pages 625-641.
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Georg Krammer, Barbara Pflanzl, Gerlinde Lenske & Johannes Mayr. (2021) Assessing Quality of Teaching from Different Perspectives: Measurement Invariance across Teachers and Classes. Educational Assessment 26:2, pages 88-103.
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Ridwan Maulana, Stéfanie André, Michelle Helms-Lorenz, James Ko, Seyeoung Chun, Abid Shahzad, Yulia Irnidayanti, Okhwa Lee, Thelma de Jager, Thys Coetzee & Nurul Fadhilah. (2021) Observed teaching behaviour in secondary education across six countries: measurement invariance and indication of cross-national variations. School Effectiveness and School Improvement 32:1, pages 64-95.
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Yulia Irnidayanti, Ridwan Maulana, Michelle Helms-Lorenz & Nurul Fadhilah. (2020) Relationship between teaching motivation and teaching behaviour of secondary education teachers in Indonesia (Relación entre la motivación docente y el comportamiento docente en profesores de educación secundaria en Indonesia). Journal for the Study of Education and Development 43:2, pages 271-308.
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Wim J. C. M. van de Grift, Thoni A. M. Houtveen, Henk T. G. van den Hurk & Oscar Terpstra. (2019) Measuring teaching skills in elementary education using the Rasch model. School Effectiveness and School Improvement 30:4, pages 455-486.
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Marieke van der Pers & Michelle Helms-Lorenz. (2019) Regional school context and teacher characteristics explaining differences in effective teaching behaviour of beginning teachers in the Netherlands. School Effectiveness and School Improvement 30:2, pages 231-254.
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Emmelien A. van der Scheer, Hannah J. E. Bijlsma & Cees A. W. Glas. (2019) Validity and reliability of student perceptions of teaching quality in primary education. School Effectiveness and School Improvement 30:1, pages 30-50.
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Ruth Harmsen, Michelle Helms-Lorenz, Ridwan Maulana, Klaas van Veen & Marc van Veldhoven. (2019) Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands. International Journal of Research & Method in Education 42:1, pages 91-108.
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Ruth Harmsen, Michelle Helms-Lorenz, Ridwan Maulana & Klaas van Veen. (2018) The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching 24:6, pages 626-643.
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Rikkert M. van der Lans, Wim J. C. M. van de Grift & K. van Veen. (2018) Developing an Instrument for Teacher Feedback: Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors. The Journal of Experimental Education 86:2, pages 247-264.
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Janke M. Faber, Cees A. W. Glas & Adrie J. Visscher. (2018) Differentiated instruction in a data-based decision-making context. School Effectiveness and School Improvement 29:1, pages 43-63.
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Charalambos Y. Charalambous, Ermis Kyriakides, Niki Tsangaridou & Leonidas Kyriakides. (2017) Exploring the reliability of generic and content-specific instructional aspects in physical education lessons. School Effectiveness and School Improvement 28:4, pages 555-577.
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Wim J.C.M. van de Grift, Seyeoung Chun, Ridwan Maulana, Okhwa Lee & Michelle Helms-Lorenz. (2017) Measuring teaching quality and student engagement in South Korea and The Netherlands. School Effectiveness and School Improvement 28:3, pages 337-349.
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Ridwan Maulana, Michelle Helms-Lorenz & Wim Van de Grift. (2017) Validating a model of effective teaching behaviour of pre-service teachers. Teachers and Teaching 23:4, pages 471-493.
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Ridwan Maulana, Michelle Helms-Lorenz & Wim van de Grift. (2015) Development and evaluation of a questionnaire measuring pre-service teachers’ teaching behaviour: a Rasch modelling approach. School Effectiveness and School Improvement 26:2, pages 169-194.
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Enas Easa & Ron Blonder. (2023) The development of an instrument for measuring teachers’ and students’ beliefs about differentiated instruction and teaching in heterogeneous chemistry classrooms. Chemistry Teacher International 5:2, pages 125-141.
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Ridwan Maulana, Alison Kington, James Ko, Xiangyuan Feng, Michelle Helms-Lorenz, Benjamin Looker, Kimberley Hibbert-Mayne & Karen Blackmore. (2023) Observing secondary school teachers’ effective teaching behavior in the Netherlands, England, and the United States using the ICALT observation instrument. Frontiers in Education 8.
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Carmen-María Fernández-García, Ridwan Maulana, Mercedes Inda-Caro, Michelle Helms-Lorenz & Omar García-Pérez. (2019) Student Perceptions of Secondary Education Teaching Effectiveness: General Profile, the Role of Personal Factors, and Educational Level. Frontiers in Psychology 10.
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