The classroom management dimension is most consistently and strongly related to teachers' value-added scores across instruments, subjects, and grades¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Across instruments, subjects, and grades, the classroom management dimension shows the most consistent and strongest relationship with teachers' value-added scores. → Brian Gill 2016
Evidence¶
Brian Gill 2016¶
Brian Gill, Megan Shoji, Thomas Coen, Kate Place. (2016). The Content, Predictive Power, and Potential Bias in Five Widely Used Teacher Observation Instruments. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. https://ies.ed.gov/ncee/edlabs/regions/midatlantic
q2 · i? · associational · r?
The report's predictive-power analysis across the five instruments found that "The classroom management dimension is most consistently and strongly related to teachers’ value-added scores across instruments, subjects, and grades."
"The classroom management dimension is most consistently and strongly related to teachers’ value-added scores across instruments, subjects, and grades."
Discussion¶
Related Claims¶
- All seven dimensions of instructional practice with quantitative data are modestly but significantly related to teachers' value-added scores — related
- Eight of ten dimensions of instructional practice are common across all five examined teacher observation instruments — related
- Observation scores are modestly positively associated with individual value-added (adjusted correlation 0.349) but only weakly associated with performance tasks (0.108) and school-wide literacy value-added (0.119) — a broader claim this one bears on
- FFT scores correlated positively with value-added measures, with domain correlations ranging from 0.19 to 0.22 and generally statistically significant — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
classroom-management-dimension-strongest-value-added-relationship |
title |
The classroom management dimension is most consistently and strongly related to teachers' value-added scores across instruments, subjects, and grades |
description |
The classroom management dimension is most consistently and strongly related to teachers' value-added scores across instruments, subjects, and grades |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
recheck_by |
2019 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — brian-gill-2016 |
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