129 R Porter, W. A. (1942). Pupil Evaluation of Practice Teaching. The Journal of Educational Research, 35(9), 700–704. https://doi.org/http://www.jstor.org/ stable/27528311 Praetorius, A. K., Klieme, E., Herbert, B., & Pinger, P. (2018). Generic dimensions of teaching quality: the German framework of Three Basic Dimensions. ZDM Mathematics Education, 50(3), 407-426. Praetorius, A. K., Pauli, C., Reusser, K., Rakoczy, K., & Klieme, E. (2014). One lesson is all you need? Stability of instructional quality across lessons. Learning and instruction, 31, 2-12. https://doi.org/http://dx.doi.org/10.1016/j. learninstruc.2013.12.002 Quaglia, R., & Corso, M. (2017). Dare to listen. Working with students on the quality of education. [Lef om te luisteren. Met leerlingen werken aan de kwaliteit van onderwijs.]. Pica. Radhakrishna, R. B. (2007). Tips for developing and testing questionnaires/ instruments. Journal of extension, 45(1). Remmers, H. H. (1934). Reliability and halo effect of high school and college students’ judgments of their teachers. Journal of Applied Psychology, 18(5), 619-630. https://doi.org/https://doi.org/10.1037/h0074783 Reynolds, D., Sammons, P., De Fraine, B., Van Damme, J., Towsend, T., Teddlie, C., & Stringfield, S. (2014). Educational Effectiveness research (EER): a state-of-theart review. School Effectiveness and School Improvement, 25(2), 197-230. Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73, 417-458. Robinson, O. C. (2014). Sampling in interview-based qualitative research: A theoretical and practical quide. Qualitative Research in Psychology, 11, 25-41. Roche, L. A., & Marsh, H. W. (2000). Multiple dimensions of university teacher selfconcept: construct validation and the influence of students’ evaluations of teaching. Instructional Sciences, 28, 439-468. Röhl, S. (2021). Effects of student feedback on teaching and classes: An overview andmeta-analysis on intervention studies. InW. Rollett, H. J. E. Bijlsma, & S. Röhl (Eds.), Student feedback in schools: Using perceptions for the development of teaching and teachers. (pp. 139-156). Springer Nature. https://doi.org/https:// doi.org/10.1007/978-3-030-75150-0_9 Röhl, S., Bijlsma, H. J. E., & Rollett, W. (2021). The Process Model of Student Feedback on Teaching (SFT): a theoretical framework and introductory remarks. In W. Rollett, H. J. E. Bijlsma, & S. Röhl (Eds.), Student feedback in schools: Using perceptions for the development of teaching and teachers. (pp. 1-13). Springer Nature. https://doi.org/https://doi.org/10.1007/978-3-030-75150-0_1 Röhl, S., Bijlsma, H. J. E., & Schwichow, M. (under review). A meta-analysis of the effect of student feedback on teaching in schools. American Educational Research Journal.
RkJQdWJsaXNoZXIy MjY0ODMw