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Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education?

British journal of educational psychology, 2015-12, Vol.85 (4), p.459-478

2015

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Gender and minority background as moderators of teacher expectation effects on self-concept, subjective task values, and academic performance

European journal of psychology of education, 2023-12, Vol.38 (4), p.1677-1705

2023

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Physically active learning for children with learning disorders attending special-needs schools: A program evaluation

Research in developmental disabilities, 2024-07, Vol.150, p.104749, Article 104749

2024

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An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes

Social psychology of education, 2016-06, Vol.19 (2), p.217-240

2016

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The impact of interpersonal perceptions on the process of dealing with errors while providing and processing peer-feedback on writing

Instructional science, 2024-08, Vol.52 (4), p.665-691

2024

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Pygmalion's 50th anniversary: the state of the art in teacher expectation research

Educational research and evaluation, 2018-04, Vol.24 (3-5), p.91-98

2018

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The effects of teacher expectation interventions on teachers' expectations and student achievement: narrative review and meta-analysis

Educational research and evaluation, 2018-04, Vol.24 (3-5), p.180-200

2018

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Do teachers differ in the level of expectations or in the extent to which they differentiate in expectations? Relations between teacher-level expectations, teacher background and beliefs, and subsequent student performance

Educational research and evaluation, 2018-04, Vol.24 (3-5), p.241-263

2018

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The impact of student composition on schools' value-added performance: a comparison of seven empirical studies

School effectiveness and school improvement, 2015-07, Vol.26 (3), p.487-498

2015

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The interpersonal character of teacher expectations: The perceived teacher-student relationship as an antecedent of teachers' track recommendations

Journal of school psychology, 2019-04, Vol.73, p.114-130

2019

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Gelijke kansen voor leerlingen met lager opgeleide ouders bij de overgang naar het voortgezet onderwijs?: Onderzoek naar schoolloopbanen en perspectieven van beslissers Winnaar van de Mens & Maatschappij Masterscriptieprijs 2020

Mens en maatschappij, 2021-03, Vol.96 (1), p.7-30

2021

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Conceptual and empirical differences among various value-added models for accountability

School effectiveness and school improvement, 2011-12, Vol.22 (4), p.393-413

2011

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Effects of a data-based decision making intervention on student achievement

Studies in educational evaluation, 2017-12, Vol.55, p.58-67

2017

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Dominant achievement goals and academic outcomes across tracks in high school

Educational psychology (Dorchester-on-Thames), 2017-05, Vol.37 (5), p.582-598

2017

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Dominant achievement goals across tracks in high school

Educational psychology (Dorchester-on-Thames), 2016-08, Vol.36 (7), p.1173-1195

2016

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In Search of Value Added in the Case of Complex School Effects

Educational and psychological measurement, 2013-04, Vol.73 (2), p.210-228

2013

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Value added based on educational positions in Dutch secondary education

British educational research journal, 2014-12, Vol.40 (6), p.1057-1082

2014

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Adjusting expectations or maintaining first impressions? The stability of teachers' expectations of students’ mathematics achievement

Learning and instruction, 2021-10, Vol.75, p.101483, Article 101483

2021

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Part-time special education predicts students' reading self-concept development

Learning and individual differences, 2018-12, Vol.68, p.85-95

2018

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Value added as an indicator of educational effectiveness in Dutch senior secondary vocational education

Journal of vocational education & training, 2012-12, Vol.64 (4), p.417-432

2012

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What influences students' peer-feedback uptake? Relations between error tolerance, feedback tolerance, writing self-efficacy, perceived language skills and peer-feedback processing

Learning and individual differences, 2022-07, Vol.97, p.102175, Article 102175

2022

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In the eye of the beholder: The relationship between perceived peer language skills, provided peer feedback and peer grading in secondary education

Studies in educational evaluation, 2023-06, Vol.77, p.101248, Article 101248

2023

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Accurate, inaccurate, or biased teacher expectations: Do D utch teachers differ in their expectations at the end of primary education?

British journal of educational psychology, 2015-12, Vol.85 (4), p.459-478

2015

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Embracing Errors for Learning: Intrapersonal and Interpersonal Factors in Feedback Provision and Processing in Dyadic Interactions

The Impact of Feedback in Higher Education, 2019, p.107-125

2019

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Inaccurate Teacher Expectations: Relationships with student and class characteristics, and its effect on longterm student performance

Interpersonal and Intrapersonal Expectancies, 2016, p.157-161

1, 2016

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Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education?

Gender and minority background as moderators of teacher expectation effects on self-concept, subjective task values, and academic performance

Physically active learning for children with learning disorders attending special-needs schools: A program evaluation

An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes

The impact of interpersonal perceptions on the process of dealing with errors while providing and processing peer-feedback on writing

Pygmalion's 50th anniversary: the state of the art in teacher expectation research

The effects of teacher expectation interventions on teachers' expectations and student achievement: narrative review and meta-analysis

Do teachers differ in the level of expectations or in the extent to which they differentiate in expectations? Relations between teacher-level expectations, teacher background and beliefs, and subsequent student performance

The impact of student composition on schools' value-added performance: a comparison of seven empirical studies

The interpersonal character of teacher expectations: The perceived teacher-student relationship as an antecedent of teachers' track recommendations

Gelijke kansen voor leerlingen met lager opgeleide ouders bij de overgang naar het voortgezet onderwijs?: Onderzoek naar schoolloopbanen en perspectieven van beslissers Winnaar van de Mens & Maatschappij Masterscriptieprijs 2020

Conceptual and empirical differences among various value-added models for accountability

Effects of a data-based decision making intervention on student achievement

Dominant achievement goals and academic outcomes across tracks in high school

Dominant achievement goals across tracks in high school

In Search of Value Added in the Case of Complex School Effects

Value added based on educational positions in Dutch secondary education

Adjusting expectations or maintaining first impressions? The stability of teachers' expectations of students’ mathematics achievement

Part-time special education predicts students' reading self-concept development

Value added as an indicator of educational effectiveness in Dutch senior secondary vocational education

What influences students' peer-feedback uptake? Relations between error tolerance, feedback tolerance, writing self-efficacy, perceived language skills and peer-feedback processing

In the eye of the beholder: The relationship between perceived peer language skills, provided peer feedback and peer grading in secondary education

Accurate, inaccurate, or biased teacher expectations: Do D utch teachers differ in their expectations at the end of primary education?

Embracing Errors for Learning: Intrapersonal and Interpersonal Factors in Feedback Provision and Processing in Dyadic Interactions

Inaccurate Teacher Expectations: Relationships with student and class characteristics, and its effect on longterm student performance

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