Margaretha P. C. van der Werf

TL;DR: In this paper, the relationship between teacher expectation bias and student characteristics, its effect on long-term student performance, and the development of this effect over time was addressed, where a multilevel model was used to estimate teacher expectations of students' future performance in secondary education.

TL;DR: The authors investigated the role of teachers' perceptions of students attributes (working habits, popularity, self-confidence, student-teacher relationships, and classroom behavior) in shaping teachers' expectations.

TL;DR: This article used an educational effectiveness approach to model the impact of student, school, and educational system characteristics on several cognitive and non-cognitive student outcomes related to citizenship education, and found that schools have a small influence on students' civic knowledge and hardly an impact on civic attitudes and intended civic behavior.

TL;DR: This article examined the influence of attributes related to the implementation of learning strategy instruction interventions on students' academic performance, and also examined how the attributes related with the method of testing the intervention effects affected the actual effects measured.

TL;DR: In this article, the authors examined whether peer relations within classrooms were related to students' academic progress, and if so, whether this can be explained by students' relatedness and engagement, in line with Connell and Wellborn's self-system model.