The DOI matches its Crossref record; 16 of the 17 references it cites were found in a registry or an index.
Teacher and Classroom Context Effects on Student Achievement: Implications for Teacher Evaluation
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“It is well known that teacher effects are the dominant factor affecting student academic gain (Sanders et al., 1997).”
From Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School (2022) · cites this paper as Sanders et al., 1997
Citations
Cites
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Teacher influences on student achievement.
Brophy, J. (1986) · American Psychologist · doi:10.1037/0003-066x.41.10.1069 · Cited by 460
Sanders, W. L., & Horn, S. P. (1994) · Journal of Personnel Evaluation in Education · doi:10.1007/bf00973726 · Cited by 414
Self-citationPorter, A. C., & Brophy, J. (1988) · Educational leadership · Cited by 287
Acceleration: What We Do vs. What We Know.
Rogers, K. B., & Kimpston, R. D. (1992) · Educational leadership · Cited by 48
Fifty reasons why student achievement gain does not mean teacher effectiveness
Berk, R. A. (1988) · Journal of Personnel Evaluation in Education · doi:10.1007/bf00124100 · Cited by 38
Can Research-Based Teacher Evaluation Be Saved?
Scriven, M. S. (1990) · Springer eBooks · doi:10.1007/978-94-011-3884-0_2 · Cited by 31
Flagged first, then by citations
1 of the 17 references couldn’t be matched to a known paper.
Research works printed but not linked: 6
- CTB/McGraw-Hill (1990). Comprehensive test of basic skills (4th ed.). Spring Norms Book. Monterey, CA: CTB/Macmillan/McGraw-Hill.
- Ellett, C. D. (1990). A new generation of classroom-based assessments of teaching and learning: Concepts, issues and controversies from pilots of the Louisiana STAR. Baton Rouge: Teaching Internship and Statewide Teacher Evaluation Projects, College of Education, Louisiana State University.
- Kulik, J. A. (1992). An analysis of the research on ability grouping: Historical and contemporary perspectives. National Research Center on the Gifted and Talented. Storrs, CT: University of Connecticut.
- Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement. Research Progress Report. Knoxville: University of Tennessee Value-Added Research and Assessment Center.
- Sanders, W. L., Saxton, A. M., & Horn, S. P. (In press). The Tennessee Value-Added Assessment Systems (TVAAS): A quantitative, outcome-based approach to educational assessment. In J. Millman (Ed.), Assuring accountability? Using gains in student learning to evaluate teachers and schools. Thousand Oaks, CA: Corwin Press.
- Travers, R. M. W. (1981). Criteria of good teaching. In J. Millman (Ed.), Handbook of teacher evaluation (pp. 14–22). Beverly Hills, CA: Sage.
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Metadata
- Authors
- Sanders, W. L., Wright, S. P., & Horn, S. P.
- Affiliations
- University of Tennessee at Knoxville (US)
- Venue
- Journal of Personnel Evaluation in Education
- Published
- 1997-04
- Volume
- 11
- Issue
- 1
- Pages
- 57-67
- ISSN
- 0920-525X (ISSN-L)
- 1573-0425
- OpenAlex
- W2143499905
- Cited by
- 1,044
- References
- 17
- Citations by year
- 2026: 7 · 2025: 14 · 2024: 12 · 2023: 19 · 2022: 22 · 2021: 35 · 2020: 36 · 2019: 47 · 2018: 46 · 2017: 46 · 2016: 64 · 2015: 73 · 2014: 76 · 2013: 70 · 2012: 74
- FWCI
- 57.88
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Journal of Personnel Evaluation in Education (publishedVersion)
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › Educational Assessment and Improvement
- Social Sciences › Education › Educational Environments and Student Outcomes
- Keywords
- teacher effects, academic performance, teacher evaluation, mixed models, academic progress, classroom context, class size, value-added assessment
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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