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Teacher and Classroom Context Effects on Student Achievement: Implications for Teacher Evaluation

Sanders, William L., Wright, S. Paul, Horn, Sandra P.·1997·Journal of Personnel Evaluation in Education

DOI 10.1023/a:1007999204543

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Authors: Sanders, W. L., Wright, S. P., & Horn, S. P.
Affiliations: University of Tennessee at Knoxville (US)
ORCID: Sanders, William L.
Wright, S. Paul
Venue: Journal of Personnel Evaluation in Education
Publisher: Springer Science and Business Media LLC
Published: 1997-04
Volume: 11
Issue: 1
Pages: 57-67
ISSN: 0920-525X (ISSN-L)
1573-0425
DOI: 10.1023/a:1007999204543
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: www.springernature.com/gp/researchers/text-and-data-mining (tdm)
www.springernature.com/gp/researchers/text-and-data-mining (vor)
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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