9 1 quality, those ratings likely could not by themselves support improvement of individual teaching performance (Loeb, 2013). The research described in this dissertation contributes to the debate on the validity of student perception data, as well as to the effective use of such data in schools as developmental feedback for teachers. The introduction of this dissertation starts with an overview of student feedback research over the last 100 years, followed by an overview of the main research f indings regarding the validity and impact of student perceptions of teaching quality, which serves as a basis for the four studies in the subsequent chapters of this dissertation. 1.2 A BRIEF HISTORY OF THE RESEARCH ON STUDENT FEEDBACK Röhl et al. (under review) conducted an overview of the history of student feedback research. They indicated that student rating of teaching as feedback for teachers has been studied as a topic for almost 100 years, starting with some experiments in higher education in the 1920s (Stalnaker & Remmers, 1928), and later in primary and secondary schools (Porter, 1942; Remmers, 1934). Starting in the early 1960s, three lines of research emerged regarding the use and effect of student perceptions of teaching quality. The f irst research line focused on how student feedback to teachers about their teaching affects its quality. This research started with the work of Gage (1960) and Bryan (1962), which became the basis for subsequent studies by Tuckman and Olivier (1968), Tuckman (1976), Novak (1972), Knox (1973), Lauroesch et al. (1969), and Tacke and Hofer (1979). More recent studies that have followed this research line include Ditton and Arnold (2004), Tozoglu (2006), Mandouit (2018), and the study described in chapter 4 of this dissertation. This student feedback movement was focused on using student voice to improve teaching and learning. In the early 1980s, research on student perceptions of their learning environment or classroom climate (the physical locations, contexts, and cultures in which students learn) increased rapidly. Fraser and colleagues (e.g., Fraser & Fisher, 1982; Fraser et al., 1983), the founders of research on the learning environment, were not the only ones to study students’ views of their learning environments; den Brok, Bergen, et al. (2006), Wubbels and Levy (1883), Bell and Aldridge (2014), and Thorp et al. (1994) also intensively surveyed learning environments from the students’ perspective. In contrast to the early work on student feedback, this research was not based on how student feedback affects teaching quality, but more on how, from the students’ perspective, the teacher creates a climate within the classroom that affects student learning.
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