Citations (29)
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Karen Koellner, Nanette Seago & Jennifer Jacobs. (2023) Instructional Change after Participating in a Mathematics Professional Development Program: An Exploration of Impact. The Teacher Educator 58:1, pages 29-48.
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Christine J. Lyon, Leslie Nabors Oláh & Meghan Brenneman. (2020) A Formative Assessment Observation Protocol to Measure Implementation: Evaluating the Scoring Inference. Educational Assessment 25:4, pages 288-313.
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Hongli Li, Jingxuan Liu & Charles Vincent Hunter. (2020) A Meta-Analysis of the Factor Structure of the Classroom Assessment Scoring System (CLASS). The Journal of Experimental Education 88:2, pages 265-287.
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Jim Gleason, Stefanie Livers & Jeremy Zelkowski. (2017) Mathematics Classroom Observation Protocol for Practices (MCOP2): A validation study. Investigations in Mathematics Learning 9:3, pages 111-129.
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David Blazar, David Braslow, Charalambos Y. Charalambous & Heather C. Hill. (2017) Attending to General and Mathematics-Specific Dimensions of Teaching: Exploring Factors Across Two Observation Instruments. Educational Assessment 22:2, pages 71-94.
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Karen M. La Paro, Catherine Scott-Little, Anurika Ejimofor, Teressa Sumrall, Victoria L. Kintner-Duffy, Robert C. Pianta, Margaret Burchinal, Bridget Hamre, Jason Downer & Carollee Howes. (2014) Student Teaching Feedback and Evaluation: Results From a Seven-State Survey. Journal of Early Childhood Teacher Education 35:4, pages 318-336.
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R. C. Morris, Loran Carleton Parker, David Nelson, Matthew D. Pistilli, Adam Hagen, Chantal Levesque-Bristol & Gabriela Weaver. (2014) Development of a Student Self-Reported Instrument to Assess Course Reform. Educational Assessment 19:4, pages 302-320.
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Articles from other publishers (22)
Merav Weingarden & Einat Heyd-Metzuyanim. (2023) Evaluating mathematics lessons for cognitive demand: Applying a discursive lens to the process of achieving inter-rater reliability. Journal of Mathematics Teacher Education.
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Kirsti Klette, Astrid Roe & Marte Blikstad-Balas. 2022. Ways of Analyzing Teaching Quality. Ways of Analyzing Teaching Quality
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Theresa M. Coles, Adrian F. Hernandez, Bryce B. Reeve, Karon Cook, Michael C. Edwards, Marc Boutin, Elizabeth Bush, Arnold Degboe, Lothar Roessig, Amy Rudolph, Pauline McNulty, Nikunj Patel, Trish Kay-Mugford, Margaret Vernon, Michael Woloschak, Gustavo Buchele, John A. Spertus, Matthew T. Roe, Denise Bury & Kevin Weinfurt. (2021) Enabling patient-reported outcome measures in clinical trials, exemplified by cardiovascular trials. Health and Quality of Life Outcomes 19:1.
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Rossella Santagata & Jiwon Lee. (2019) Mathematical knowledge for teaching and the mathematical quality of instruction: a study of novice elementary school teachers. Journal of Mathematics Teacher Education 24:1, pages 33-60.
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Shuangshuang Liu, Courtney A. Bell, Nathan D. Jones & Daniel F. McCaffrey. (2019) Classroom observation systems in context: A case for the validation of observation systems. Educational Assessment, Evaluation and Accountability 31:1, pages 61-95.
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Shujie Liu, Xianxuan Xu & James Stronge. (2018) The influences of teachers’ perceptions of using student achievement data in evaluation and their self-efficacy on job satisfaction: evidence from China. Asia Pacific Education Review 19:4, pages 493-509.
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Charalambos Y. Charalambous & Erica Litke. (2018) Studying instructional quality by using a content-specific lens: the case of the Mathematical Quality of Instruction framework. ZDM 50:3, pages 445-460.
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Xiaoxuan Lei, Hongli Li & Audrey J. Leroux. (2017) Does a teacher’s classroom observation rating vary across multiple classrooms?. Educational Assessment, Evaluation and Accountability 30:1, pages 27-46.
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Elizabeth B. Dyer. 2018. Exploring the Mathematical Education of Teachers Using TEDS-M Data. Exploring the Mathematical Education of Teachers Using TEDS-M Data
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David Blazar & Cynthia Pollard. (2017) Does Test Preparation Mean Low-Quality Instruction?. Educational Researcher 46:8, pages 420-433.
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Tara W. McLaughlin, Patricia A. Snyder & James Algina. (2016) Using Generalizability Theory to Examine the Dependability of Scores From the Learning Target Rating Scale. Topics in Early Childhood Special Education 37:3, pages 164-175.
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Kathleen Lynch, Mark Chin & David Blazar. (2017) Relationships between Observations of Elementary Mathematics Instruction and Student Achievement: Exploring Variability across Districts. American Journal of Education 123:4, pages 615-646.
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David Blazar. (2015) Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement. Economics of Education Review 48, pages 16-29.
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Jeffrey C. Shih, Marsha Ing & James E. Tarr. 2015. Large-Scale Studies in Mathematics Education. Large-Scale Studies in Mathematics Education
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Carrie Lisa Semmelroth & Evelyn Johnson. (2013) Measuring Rater Reliability on a Special Education Observation Tool. Assessment for Effective Intervention 39:3, pages 131-145.
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Evelyn Johnson & Carrie Lisa Semmelroth. (2013) Special Education Teacher Evaluation. Assessment for Effective Intervention 39:2, pages 71-82.
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Corinne Herlihy, Ezra Karger, Cynthia Pollard, Heather C. Hill, Matthew A. Kraft, Megan Williams & Sarah Howard. (2014) State and Local Efforts to Investigate the Validity and Reliability of Scores from Teacher Evaluation Systems. Teachers College Record: The Voice of Scholarship in Education 116:1, pages 1-28.
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