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Peer reviewedAbrami, Philip C.; And Others – Journal of Educational Psychology, 1990
Primary research on student ratings of instruction is reviewed, and questions about the validity of such ratings as measures of teacher effectiveness are explored using nomological coding of 43 validity studies to examine causes of variability in coefficients of validity. Deficiencies of prior analyses and research needs are identified. (SLD)
Descriptors: Coding, College Faculty, College Students, Generalization
