Teacher Ratings Research Articles

The Returns to Experience for School Principals

Despite increasing recognition of the importance of high-quality school leadership, we know remarkably little about principal skill development. Using administrative data from Tennessee, Oregon, and New York City, we estimate the returns to principal experience as measured by student outcomes, teacher hiring and retention patterns, and teacher and supervisor ratings of principals. The typical principal leads a school for only 3 to 5 years and leaves the principalship after 6 to 7 years. We find little evidence that school performance improves as principals gain experience, despite substantial improvement in supervisor ratings. Our results suggest that strategies intended to increase principal retention are unlikely to improve school outcomes absent more comprehensive efforts to strengthen the link between principal skill development and student and school outcomes.

The longitudinal effects of neonatal anthropometry on attention problems in males and females

AbstractBackgroundThe longitudinal impact of fetal growth on attention problems in males and females is unclear. This study aims to evaluate the impact of fetal growth assessed by neonatal anthropometry throughout childhood and adolescence in males and females separately.MethodsWe compared neonatal anthropometry (birth weight (BW), head circumference (HC), proportion of optimal birthweight (POBW)) and asymmetry (head‐to‐abdominal circumference ratio (HC/AC) and ponderal index (PI)) at birth with parental assessment of the child behavior checklist attention‐problem syndrome (CBCL‐AP) raw score measured at ages five, eight, 10, 14 and 17. We used univariable and multivariable linear mixed‐effects modeling. Sensitivity analyses included excluding pre‐term births, teacher ratings and treating the CBCL‐AP as an ordinal variable.ResultsIn males, a 1‐SD lower BW, increased CBCL‐AP by 0.234 (95%CI [−0.422, −0.0497]). In males, a 1‐SD lower HC increased CBCL‐AP by 0.316 (95%CI [0.495, 0.133]). In males, there was a U‐shaped relationship between HC/AC and CBCL‐AP throughout childhood and adolescence; a curvilinear relationship was observed between POBW and CBCL‐AP. In females, a 1 SD lower HC increased CBCL‐AP 0.424 (95%CI [0.726, 0.133]), but every increased year of age reduced the effect by 0.027 (95% CI: 0.006–0.05). In females, there was no clear relationship between BW, POBW or HC/AC and CBCL‐AP. In males and females, PI was not significantly associated with CBCL‐AP. The exclusion of pre‐term births and analysis of teacher‐rated attention problems was consistent with the primary results.ConclusionsUsing a longitudinal design, our study suggests a male vulnerability to attention problems throughout childhood and adolescence from neonatal anthropometry. The relationships in females appear to be limited to childhood.

Assessing attention-deficit/hyperactivity disorder-related impairment: Differential item functioning based on child demographic characteristics.

Although numerous studies have examined how child demographic characteristics may impact ratings of attention-deficit/hyperactivity disorder (ADHD) symptoms, there is limited research on how these factors are related to ratings of impairment. This study examined child characteristics (assigned sex, age, race, ethnicity) that may affect parent and teacher ratings of ADHD symptom-related impairments in relationships with family and/or teacher, peer relationships, behavior disruption, academic impairment, homework performance, and self-esteem. The study was conducted using independent U.S. national samples of parents (n = 2,075) and teachers (n = 1,070). Informants rated impairments related to inattention and hyperactivity-impulsivity using the ADHD Rating Scale-5. Rasch analyses were used to examine differential item functioning in relation to child characteristics. Separate analyses were conducted for inattention- and hyperactivity-impulsivity-related impairment for both the parent and teacher samples. For teacher ratings, only two items (behavior disruption, homework impairment) demonstrated differential item functioning with intermediate or large effect sizes (≥ .426 logits) in relation to any child characteristic; whereas for parent ratings, all six items displayed differential item functioning with at least intermediate effect sizes in relation to one or more child characteristics. The findings indicated several areas in which child characteristics may have an impact on ratings of ADHD-related impairment, particularly based on parent ratings, which have potential implications for the diagnostic assessment of ADHD and highlight the need for further research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Characteristics of children with a psychiatric disorder in 1999, 2004 and 2017: an analysis of the national child mental health surveys of England.

While research has described the profile of children with poor mental health, little is known about whether this profile and their needs have changed over time. Our aim was to investigate whether levels of difficulties and functional impact faced by children with a psychiatric disorder have changed over time, and whether sociodemographic and family correlates have changed. Samples were three national probability surveys undertaken in England in 1999, 2004 and 2017 including children aged 5-15 years. Psychiatric disorders were assessed using the Development and Well-Being Assessment (DAWBA), a standardised multi-informant diagnostic tool based on the tenth International Classification of Diseases (ICD-10). The impact and difficulties of having a disorder (emotional, behavioural or hyperkinetic) were compared over time using total difficulty and impact scores from the Strengths and Difficulties Questionnaire (SDQ). Analyses explored the impact of having any disorder, as well as for each disorder separately. Regression analyses compared associations between disorders and sociodemographic factors over time. Parent- and adolescent-reported total SDQ difficulty and impact scores increased between 1999 and 2017 for children and adolescents with disorders. No differences were noted when using teacher ratings. No differences in total SDQ difficulty score were found for children without a disorder. Comparison of sociodemographic correlates across the surveys over time revealed that ethnic minority status, living in rented accommodation and being in the lowest income quintile had a weaker association with disorder in 2017 compared to 1999. Our study reveals a concerning trend; children with a disorder in 2017 experienced more severe difficulties and greater impact on functioning at school, home and in their daily lives, compared to children with a disorder in earlier decades. Research is needed to identify and understand factors that may explain the changing nature and level of need among children with a disorder.

Teachers’ perceptions of students’ school performance: the impact of classroom composition. Evidence from a survey experiment

ABSTRACT This study uses a randomized vignette experiment to explore the impact of classroom composition on students’ teacher-perceived school performance. It hypothesizes that in classrooms with a high share of disadvantaged students, teachers rate the school performance of both disadvantaged and non-disadvantaged students lower than in classrooms with a low share of disadvantaged students. The experimental design disentangles two mechanisms behind compositional effects: ethnicity and social-status. Findings indicate the more disadvantaged perceptions of Roma and non-Roma students in classrooms with a high (rather than a low) share of Roma students. No similar findings were found concerning the share of poor students.

Gauging Acceptance: A Multifaceted Examination of Physical Ability and Its Role for Peer Networks in Adolescent Physical Education

This study examines the role of perceptions of physical ability on collaboration networks in physical education through three distinct lenses: self-concept, peer assessments, and teacher ratings. The interplay of these perspectives on team partner nominations is analyzed using exponential random graph models, while taking into account variables such as liking networks and gender associations. Drawing upon a sample of 302 adolescents across 14 high-school classes, the results reveal that physical ability is significantly linked with choices for team partners, indicating that high and similar performing peers are more likely to be chosen as team partners. Furthermore, only peer perceived ability was found to be predictive of social relationships in physical education, while the self and teacher perspectives show no significant effects on collaboration choices in sports games. These findings highlight the important role of academic norms, such as physical ability, for peer relations in physical education.

The level of predictability of past reading attainment and self-perception and behavioural measures on children’s reading achievement

This longitudinal study used regression path models to predict the influence on students’ reading comprehension ability of three self-perception variables (reading self-concept; reading/English effort; academic self-handicapping); three teacher rating behaviour variables (attentive behaviour; sociable behaviour; and settled behaviour) and past reading comprehension. As part of the study, a 12-item reading/English effort scale was developed, and its psychometrics characteristics reported ( N = 254) The participants were Australian primary school students, followed from Years 3 and 4 to Years 5 and 6 ( n = 127). The first path model identified that attending behaviours, low levels of self-handicapping, and reading self-concept were the main predictors of reading achievement. Reading achievement was reassessed two years on, with this path model including past reading attainment. In this model past reading achievement and self-handicapping predicted reading achievement. This research reiterates: the relevance of social-emotional and cognitive variables in education; the need to teach reading across the school years; and the need to enhance students’ sense of control and certainty over their learning.

Eval__uating the Impact of School-Based Management Committees on Infrastructure Development in Junior Secondary Schools in Yobe State, Nigeria

This study eval__uates the impact of school-based management committees on infrastructure development in junior secondary schools in Yobe State, Nigeria. Two research questions and two hypotheses were formulated and tested at a 0.05 level of significance. A structured questionnaire was used to collect relevant data from the respondents. The population of the study was 1503 comprising Teachers and members of School-Based Management Committees (SBMC). The sample size of the study was 350 and a random sampling technique was employed using lucky dip to select 12 participating schools for this study. The research questions were answered using mean and standard deviation and a t-test was used to analyze the hypotheses at 0.05 level of significance. The finding of this study established that there is no significant difference between the teachers and members of SBMC on the challenges and strategies of SBMCs in the provision of infrastructure at Yobe State Junior Secondary School. The study established that There was no significant difference between the mean rating of teachers and members of SBMC on the roles of SBMCs in the provision of infrastructure Yobe State Junior Secondary School. This study recommended that SBMCs at the school level should endeavor to work hard in mobilizing members of their communities. Sanctions and punishment for the non-involvement of SBMC in the school’s activities like monitoring and eval__uation, supervision of school activities, and School administrators should continue to work hard and maximize their efforts in trying to make their SBMCs more organized, enlightened and highly mobilized.

Examining the effectiveness of a social-play-based programme to reduce symptoms of Attention-Deficit/Hyperactivity Disorder in Saudi elementary school children

BackgroundAttention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental conditions in children, and can profoundly affect their social interactions, well-being, and relationships with parents, peers, and teachers. ObjectiveThis study investigated the effectiveness of a social-play-based intervention programme in reducing ADHD symptoms in a sample of 67 Saudi boys aged 8–10 diagnosed with ADHD. MethodsThe programme consisted of ten 60-minute sessions of play-based activities, delivered to the experimental group twice weekly for 5 weeks. The control group followed the usual school curriculum. Teachers and parents completed the Conners’ Teacher Rating Scale–Revised: Short Form and Conners’ Parent Rating Scale–Revised: Short Form for all participants at pre-test, post-test, and follow-up. ResultsThe experimental group showed a significant reduction in ADHD-associated behavioural problems over time, with moderate to large effect sizes. No significant changes over time were found for the control group. The results were maintained at a 2-month follow-up. ConclusionsWe recommend incorporating social-play-based activities and skill training into the school context. Reducing ADHD symptoms may improve children’s academic performance and perspective on school.

Examining the Academic Achievement of Latinx Students from an Early Lifespan and Intersectional Perspective

ABSTRACT The present study examined Latinx school readiness and 3rd grade student achievement, considering differences based on social categories of gender, race, ethnicity, and home language. The sample included 683 racially diverse children (Mage = 4.94; SD = .57) of Dominican- or Mexican-origin from Spanish-English or Spanish-only proficient homes. Baseline data included a test of school readiness and mother and teacher ratings of behavior. Follow-up data included the 3rd grade New York State test. Results show that 74% of Latinx children were not proficient in 3rd grade reading, with boys and children from Spanish-only homes less likely to be at grade level. School readiness predicted achievement for all groups. On the whole, Latinx students, and especially boys and non-English speakers, appear to be marginalized in U.S. public education systems.

Mostly Stability and Some Change in Lower-Secondary Pre-Service Teacher Education in the United States from 1990-2018: Evidence from TALIS 2018

This study leverages cross-sectional data collected via the 2018 Teaching and Learning International Survey (N = 1907) to estimate national “trends” in pre-service teacher education (PSTE) from 1990 to 2018 in the United States. In particular, the study examines linear trends in the content emphases of U.S. lower-secondary PSTE and in this teacher population’s initial level of preparedness in various domains. Results indicate more stability than change over this period nationally. PSTE emphasis on classroom practice in some or all subject(s) taught, and on monitoring students’ development and learning, decreased in frequency over time. PSTE emphasis on use of information and communication technology for teaching increased over time. Only teacher preparedness ratings for the use of information and communication technology for teaching statistically increased from 1990-2018.

Associations between Unsociability and Peer Problems in Chinese Children and Adolescents: A Meta-Analysis.

Research has shown that unsociability, reflected as a personal choice, is not necessarily associated with socio-emotional problems in Western countries. However, the associations between unsociability and peer problems are consistently evident in Chinese culture, yet the strength and direction in these associations are mixed. The present study aimed to examine whether unsociability is associated with peer problems and explored the potential moderators among the associations. A meta-analysis was conducted using publications that measured unsociability and peer problems. A total of 21 articles involving 43 effect sizes from 12,696 Chinese children and adolescents were included. The results revealed that (1) unsociability was positively associated with peer problems (r = 0.32, p < 0.001) among children and adolescents. (2) Informants (i.e., self-reports, peer nominations, teacher ratings, and parent ratings) and living areas (i.e., urban, suburban, and rural areas) significantly moderated the associations between unsociability and peer problems. Specifically, the associations were stronger for peer-nominated unsociability, self-reported peer problems, and samples in suburban areas. These findings shed light on unsociability linked to higher levels of peer problems among Chinese children and adolescents. Still, the influences are unique to peer problems and moderated by both data sources and environmental factors.

Investigation of Prospective Teachers’ 21st Century Skills Competency Perceptions Based on Various Variables

Purpose: The purpose of this study is to assess the self-perceived competency of prospective teachers regarding 21st century skills. The study seeks to understand how prospective teachers perceive themselves in terms of the skills they will need to teach and thrive in the rapidly evolving educational landscape that is shaped by globalization and technological advancements. Design/Methodology/Approach: This study utilizes a quantitative method with a descriptive survey model to assess the competency perceptions of 341 prospective teachers’ 21st century skills from a Turkish state university, using random sampling for representativeness. The "21st Century Skills Competency Perception Scale for Teacher Candidates" was employed to collect data, exhibiting high reliability (Cronbach Alpha of 0.98), and data analysis included descriptive statistics, T-tests, and ANOVA to explore differences in skills perception, with the scale's validity and reliability confirmed for the sample group. Findings: The findings indicate that prospective teachers rate their competency in 21st century skills highly, with the greatest confidence in Information, Media, and Technology Skills and the least in Learning and Innovation Skills. Significant gender differences were found, with female candidates reporting higher competency perceptions than males. Age also influenced competency perceptions, with older groups (25-31 and 32+) rating their skills higher than the youngest group (18-24). Furthermore, pedagogic formation graduates rated their competencies higher than their peers from other faculties, indicating that educational advancement correlates with higher self-perceived 21st century skills. Highlights: The research suggests that teacher education programs should focus on strategic development of learning and innovation skills and integration of technology into teaching, with findings indicating that perceptions of competency increase with age and are higher among females and graduates.

Effects of an elimination diet and a healthy diet in children with Attention‐Deficit/Hyperactivity Disorder: 1‐Year prospective follow‐up of a two‐arm randomized, controlled study (TRACE study)

AbstractBackgroundAn Elimination Diet (ED) or Healthy Diet (HD) may be effective in reducing symptoms of Attention‐Deficit/Hyperactivity Disorder (ADHD), but long‐term maintenance effects and feasibility have never been examined.MethodsOne‐year prospective follow‐up of a sample of 165 children (5–12 years) with ADHD randomized (unblinded; 1:1) to 5 weeks treatment with either ED (N = 84) or HD (N = 81) and a non‐randomized comparator arm including 58 children being treated with Care as Usual (CAU). Dietary participants were allowed to add or switch to CAU treatment after 5 weeks. The primary outcome was a 5‐point ordinal measure of improvement based on both parent and teacher ratings on ADHD and dysregulation problems, determined after 1 year prospective follow‐up. Ordinal regression analyses and linear mixed models analyses were conducted on an intention to treat basis. In addition, as‐treated analyses were performed. The trial is closed and registered in the Dutch trial registry, number NL5324.ResultsAt 1 year follow‐up, 24% of the participants still complied with the ED and 37% still complied with the HD. In the ED (+CAU) trajectory, fewer participants showed (partial) improvement after 1‐year prospective follow‐up compared to the HD (+CAU) trajectory (47% vs. 64%, χ2 (4, N = 152) = 11.97, p = 0.018). The HD (+CAU) ‐ but not ED (+CAU) ‐ trajectory had comparable 1‐year outcomes compared to the non‐randomized CAU‐trajectory. Results for secondary outcomes (e.g. health, parental stress) did not differ between the ED (+CAU) and HD (+CAU) trajectories. The prevalence of psychostimulant use was lower in the ED (+CAU) and HD (+CAU) trajectories compared to the non‐randomized CAU‐trajectory (38%, 45%, 78%, respectively). Predictors for long‐term benefit from dietary treatments included high initial severity of ADHD problems, low severity of emotional problems and sufficient parental mental resources.ConclusionsIn line with the short‐term effects, prospective 1‐year follow‐up outcomes are in favor of treatment with HD and not ED. Initial 5‐week treatment with HD and if needed/preferred followed by CAU may reduce psychostimulant use without negatively impacting 1‐year outcomes.

Perceived Strengths and Difficulties in Children and Adolescents With Chronic Physical Health Conditions

Abstract: Theoretical Background: The Strengths and Difficulties Questionnaire (SDQ) is often used for screening of psychological problems in children with chronic physical health conditions (CPHC). Objective: The present meta-analysis tested (a) whether the SDQ scores of young people with CPHC show elevated psychological symptoms and lower prosocial behavior compared with healthy peers or test norms, (b) which conditions are associated with the strongest increase in symptoms, and (c) whether results vary by sample and study characteristics. Method: Studies that compared SDQ scores between young people with CPHC and healthy peers or test norms or that provided sufficient information for a comparison with established normative data or sociodemographically equivalent healthy groups from that country, and if studies were published or made available online before July, 2023, were included in the meta-analysis. Study quality was evaluated with the Mixed Methods Appraisal Tool. A systematic search in the electronic databases Medline, PsycINFO, PSYNDEX, Web of Science, and the SDQ database resulted in 605 studies of 217,440 children and adolescents with CPHC that were included in random-effects meta-analyses. Results: There were, on average, small-to-moderate elevations in total difficulties (parent/self-report: g = .52/.31) and the four problem scales as well as slight reductions in parent reports on prosocial behavior ( g = -.17). Elevations in parent- and self-reports on emotional symptoms ( g = .48/.31) and peer problems ( g = .43/.26) were significantly stronger than elevations in conduct problems ( g = .30/.10) and hyperactivity–inattention ( g = .33/.13). In addition, children with cerebral palsy (parent/self-report of total problems: g = .82/.66), chronic fatigue syndrome ( g = .82/.66), and epilepsy ( g = .95/.40) showed above-average elevations in psychological symptoms. Stronger effect sizes were found, among others, in older children and in the case of a later age at onset. Direct comparisons of the results of published and unpublished studies on self-rated SDQ found some evidence for a possible publication bias, while results of published and unpublished studies did not vary when parent ratings were used. With regard to limitations, only few studies were available on teacher ratings and from non-Western countries. Illness-specific analyses were impossible for rarely assessed conditions, such as cystic fibrosis and spina bifida. Discussion and Conclusion: It is concluded that children with epilepsy, cerebral palsy, chronic fatigue syndrome, and other conditions affecting the brain should be, in particular, screened for psychological problems. Symptom overlap of some CPHC with the Emotional Symptoms scale has to be considered when interpreting the data.

Who Are We Measuring? Teacher Effects in Gifted and Talented Teacher Rating Scales

Who Are We Measuring? Teacher Effects in Gifted and Talented Teacher Rating Scales

Can behaviorally inhibited preschoolers make friends?

Preschoolers who display extremely inhibited behavior are at risk for the development of anxiety disorders. However, behavioral inhibition (BI) is a multifaceted characteristic. Some children with BI are fearful when confronted by unfamiliar adults, peers, and objects; others are fearful when separated from their parents. In the present study, we examined specific features of BI that predicted observed friendship formation among preschoolers who are behaviorally inhibited. We also examined whether teacher ratings of classroom behaviors predicted friendship formation. Sixty highly inhibited children (35 female, Mage = 52.57 months) were observed during eight weekly free-play sessions with initially unfamiliar inhibited peers. Free-play periods occurred before weekly intervention sessions for children with BI and their parents. An observational protocol was developed to identify children who made a friend during the eight weekly sessions. Before the first session, different subtypes of BI were assessed by parents; preschool teachers assessed the children's classroom behaviors with familiar peers. Twenty-six children met the criteria for having made and kept a friend. Probit regression analyses revealed that parent ratings of BI among unfamiliar peers and teacher ratings of children's social anxiety before the intervention were associated with a decreased probability of making a friend. No evidence was found linking children's responses to the intervention and friendship formation. Results suggest that extremelyinhibited preschoolers are capable of making friends. Implications for future research and intervention efforts that focus on individual differences of children with BI are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Student self-regulated learning in teacher professional vision: Results from combining student self-reports, teacher ratings, and mobile eye tracking in the high school classroom

Teacher professional vision as a concept is gaining importance in research on teaching, and recently models for studying teacher professional vision and student self-regulated learning (SRL) have been proposed. There are interview and video intervention studies investigating teacher professional vision for SRL, but no real-life classroom research so far. This study investigated the role of student SRL behaviour, as it was reported by students themselves and teachers, in teacher attention distribution as part of teacher professional vision. Ten teachers and their 158 students at high school level in Lithuania took part in the research. The first step of the study resulted in identifying four student SRL-profiles, which differed based on student level of SRL and the extent to which teacher and student assessments coincided: mixed lower-regulated, mixed higher-regulated, systematic lower-regulated, systematic higher-regulated. The profiles demonstrated only a partial overlap in teacher and student judgement of student SRL. The second step of the study explored whether scores of students’ SRL from student and teacher reports were related to teachers’ distribution of visual attention in one lesson. The results showed that only one teacher rating scale of student information-seeking behaviour had a slight correlation with teacher attention. The results imply rather bottom-up trends in teacher attention to students in the classroom when it comes to SRL. Besides, the study results highlight the not directly observable nature of SRL processes and imply a difficulty for teachers to assess student SRL.

The Influence of Gender and Intellectual Ability on Students Perception of Econmics Teachers Effectiveness in Higher Education

Researchers have argued that student’s rating of teachers’ effectiveness is not a valid measure because it is influenced by a host of factors. The purpose of the study was to determine whether students’ gender and intellectual ability significantly influenced their perceptions of teachers’ effectiveness in a university setting. The Cross-sectional survey research design was employed through the use of students’ rating of teacher effectiveness questionnaire to collect the data. A total of 485 students, sampled from four Public Universities in Ghana participated in the study. The data were processed using SPSS software, version 20 and analysed using independent sample t-test. The results suggest that gender and intellectual ability did not influence students’ perception of Economics teachers’ effectiveness. The results have implications for authorities of Higher Education Institutions including School Administrators, teachers, and policymakers, as they assure and further guide efforts to improve upon students rating of teacher effectiveness. The study recommends that future research should consider the influence of the classroom physical environment on students’ perception of teachers’ effectiveness.

Development of peer assessment rubrics in simulation-based learning for advanced cardiac life support skills among medical students

IntroductionPeer assessment can enhance understanding of the simulation-based learning (SBL) process and promote feedback, though research on its rubrics remains limited. This study assesses the validity and reliability of a peer assessment rubric and determines the appropriate number of items and raters needed for a reliable assessment in the advanced cardiac life support (ACLS) context.MethodsNinety-five third-year medical students participated in the ACLS course and were assessed by two teachers (190 ratings) and three peers (285 ratings). Students rotated roles and were assessed once as a team leader on a ten-item rubric in three domains: electrocardiogram and ACLS skills, management and mechanisms, and affective domains. Messick’s validity framework guided the collection of validity evidence.ResultsFive sources of validity evidence were collected: (1) content: expert reviews and alpha, beta, and pilot tests for iterative content validation; (2) response process: achieved acceptable peer interrater reliability (intraclass correlation = 0.78, p = 0.001) and a Cronbach’s alpha of 0.83; (3) internal structure: demonstrated reliability through generalizability theory, where one peer rater with ten items achieved sufficient reliability (Phi-coefficient = 0.76), and two raters enhanced reliability (Phi-coefficient = 0.85); construct validity was supported by confirmatory factor analysis. (4) Relations to other variables: Peer and teacher ratings were similar. However, peers rated higher in scenario management; further generalizability theory analysis indicated comparable reliability with the same number of teachers. (5) Consequences: Over 80% of students positively perceived peer assessment on a 5-point Likert scale survey.ConclusionThis study confirms the validity and reliability of ACLS SBL rubrics while utilizing peers as raters. Rubrics can exhibit clear performance criteria, ensure uniform grading, provide targeted feedback, and promote peer assessment skills.