On the public citation graph
Accuracy of teachers' judgments of students' cognitive abilities: A meta-analysis
0 signed · 205 inferred · view as graph
Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.
Is this your work? Sign in with ORCID and put your name on the
claims that are yours.
Reference health. See whether every reference in this work resolves to a
known work and none has been retracted — and get a dated CiteStamped
badge you can embed.
What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/j.2162-6057.2007.tb01283.xopenalex-snapshot
The relationship between creativity, teacher ratings on behavior, age, and gender in pupils from seven to ten years
inferredcites →https://doi.org/10.1002/j.2162-6057.2009.tb01315.xopenalex-snapshot
Students' Divergent Thinking and Teachers' Ratings of Creativity: Does Gender Play a Role?
inferredcites →https://doi.org/10.1002/jocb.36openalex-snapshot
Polite Girls and Creative Boys? Students' Gender Moderates Accuracy of Teachers' Ratings of Creativity
inferredcites →https://doi.org/10.1007/978-1-4612-0669-9_4openalex-snapshot
The Malleability of Intelligence Is Not Constrained by Heritability
inferredcites →https://doi.org/10.1007/s11409-008-9026-0openalex-snapshot
Multi-method assessment of metacognitive skills in elementary school children: how you test is what you get
inferredcites →https://doi.org/10.1007/s11618-015-0619-5openalex-snapshot
Das Schülerinventar: Welche Schülermerkmale die Leistungsurteile von Lehrkräften beeinflussen
inferredcites →https://doi.org/10.1007/springerreference_70151openalex-snapshot
Stanford-Binet Intelligence Scale
inferredcites →https://doi.org/10.1016/0191-8869(94)90126-0openalex-snapshot
Human cognitive abilities: A survey of factor-analytic studies
inferredcites →https://doi.org/10.1016/0198-9715(90)90050-4openalex-snapshot
Statistical power analysis for the behavioral sciences
inferredcites →https://doi.org/10.1016/0742-051x(87)90010-2openalex-snapshot
Interactional effects of instructional quality and teacher judgement accuracy on achievement
inferredcites →https://doi.org/10.1016/0742-051x(92)90002-kopenalex-snapshot
Effects of teaching metacognitive skills to students with low mathematics ability
inferredcites →https://doi.org/10.1016/b978-0-12-373626-0.00005-1openalex-snapshot
10.1016/b978-0-12-373626-0.00005-1
inferredcites →https://doi.org/10.1016/b978-0-12-602400-5.x5000-xopenalex-snapshot
Creativity: Theories and Themes: Research, Development, and Practice
inferredcites →https://doi.org/10.1016/j.cogdev.2003.09.008openalex-snapshot
Teachers’ implicit view of intelligence predict pupils’ self-perception as learners
inferredcites →https://doi.org/10.1016/j.intell.2006.02.001openalex-snapshot
Intelligence and educational achievement
inferredcites →https://doi.org/10.1016/j.learninstruc.2013.06.001openalex-snapshot
Achievement and engagement: How student characteristics influence teacher judgments
inferredcites →https://doi.org/10.1016/j.lindif.2010.05.005openalex-snapshot
Identifying young gifted children and cultivating problem solving abilities and multiple intelligences
inferredcites →https://doi.org/10.1016/j.lindif.2013.07.004openalex-snapshot
Do teacher judgments of student intelligence predict life outcomes?
inferredcites →https://doi.org/10.1016/s0160-2896(97)90012-xopenalex-snapshot
Psychometrics, intelligence, and public perception
inferredcites →https://doi.org/10.1016/s0160-2896(97)90014-3openalex-snapshot
Why g matters: The complexity of everyday life
inferredcites →https://doi.org/10.1016/s0742-051x(00)00060-3openalex-snapshot
In the eyes of the beholder: students’ and teachers’ judgments of students’ motivation
inferredcites →https://doi.org/10.1017/cbo9780511615801.010openalex-snapshot
Expertise, Competence, and Creative Ability: The Perplexing Complexities
inferredcites →https://doi.org/10.1024//0170-1789.22.3.194openalex-snapshot
Selbst- und Fremdeinschätzung der Kinderängstlichkeit
inferredcites →https://doi.org/10.1024/1010-0652.19.12.85openalex-snapshot
Akkuratheit der Einschätzung von Schülermerkmalen durch Lehrer und das Konstrukt der diagnostischen Kompetenz
inferredcites →https://doi.org/10.1024/1010-0652.23.34.187openalex-snapshot
Urteilsverzerrungen in der schulischen Leistungsbeurteilung
inferredcites →https://doi.org/10.1024/1010-0652.23.34.197openalex-snapshot
Diagnostische Kompetenz von Grundschul- und Gymnasiallehr- kräften im Leistungsbereich und im Bereich Interessen
inferredcites →https://doi.org/10.1024/1010-0652.23.34.211openalex-snapshot
Fachspezifität und Stabilität diagnostischer Kompetenz von Grundschullehrkräften in den Fächern Deutsch und Mathematik
inferredcites →https://doi.org/10.1024/1010-0652.23.34.223openalex-snapshot
Diagnostische Fähigkeiten von Lehrkräften
inferredcites →https://doi.org/10.1024/1010-0652/a000021openalex-snapshot
Motivationale und affektive Merkmale unterschätzter Schüler
inferredcites →https://doi.org/10.1024/1010-0652/a000076openalex-snapshot
Zum Zusammenhang von Intelligenz und Urteilsgenauigkeit bei der Beurteilung von Schülerleistungen im Simulierten Klassenraum **Dieser Beitrag wurde von dem geschäftsführenden Herausgeber Oliver Dickhäuser angenommen.
inferredcites →https://doi.org/10.1024/2235-0977/a000035openalex-snapshot
Prävalenz von Lernschwächen und Lernstörungen: Zur Bedeutung der Diagnosekriterien
inferredcites →https://doi.org/10.1027/1015-5759/a000142openalex-snapshot
Development and Validation of the German Test for (Highly) Intelligent Kids – T(H)INK
inferredcites →https://doi.org/10.1037//0022-0663.83.3.393openalex-snapshot
Self-other agreement on multiple dimensions of preadolescent self-concept: Inferences by teachers, mothers, and fathers.
inferredcites →https://doi.org/10.1037//0022-0663.85.2.347openalex-snapshot
Influence of behavior perceptions and gender on teachers' judgments of students' academic skill.
inferredcites →https://doi.org/10.1037//0022-0663.91.4.731openalex-snapshot
Early teacher perceptions and later student academic achievement.
inferredcites →https://doi.org/10.1037/0003-066x.51.2.77openalex-snapshot
Intelligence: Knowns and unknowns.
inferredcites →https://doi.org/10.1037/0022-3514.75.1.33openalex-snapshot
Praise for intelligence can undermine children's motivation and performance.
inferredcites →https://doi.org/10.1037/1045-3830.22.2.115openalex-snapshot
The influence of test familiarity and student disability status upon teachers' judgments of students' test performance.
inferredcites →https://doi.org/10.1037/1931-3896.2.2.93openalex-snapshot
Commentary: Divergent thinking is not synonymous with creativity.
inferredcites →https://doi.org/10.1037/a0026556openalex-snapshot
How smart do you think you are? A meta-analysis on the validity of self-estimates of cognitive ability.
inferredcites →https://doi.org/10.1037/a0027627openalex-snapshot
Accuracy of teachers' judgments of students' academic achievement: A meta-analysis.
inferredcites →https://doi.org/10.1080/00313830308598openalex-snapshot
Education for Creative Potential
inferredcites →https://doi.org/10.1080/01443410802520662openalex-snapshot
Assessing pupils’ intelligence through self, parental, and teacher estimates
inferredcites →https://doi.org/10.1080/1359813970080203openalex-snapshot
Modeling Teachers' Judgment of Giftedness: a methodological inquiry of biased judgment
inferredcites →https://doi.org/10.1080/15332276.2003.11673019openalex-snapshot
Identification of Underachievement: An Empirical Study on the Agreement among Various Diagnostic Sources
inferredcites →https://doi.org/10.1080/15332276.2010.11673580openalex-snapshot
Intelligenz: Fakten und Mythen Intelligence: Facts and Myths
inferredcites →https://doi.org/10.1097/00006199-199011000-00015openalex-snapshot
Integrating Research
inferredcites →https://doi.org/10.1111/insr.12174openalex-snapshot
Meta‐Analysis: A Structural Equation Modeling Approach
inferredcites →https://doi.org/10.1111/j.1467-8624.1992.tb01693.xopenalex-snapshot
Beliefs about Children: A Comparative Study of Mothers, Teachers, Peers, and Self
inferredcites →https://doi.org/10.1111/j.1745-3984.1998.tb00528.xopenalex-snapshot
Teachers' Ability to Estimate Item Difficulty: A Test of the Assumptions in the Angoff Standard Setting Method
inferredcites →https://doi.org/10.1111/j.2044-8279.1994.tb01101.xopenalex-snapshot
Is being smart everything? The influence of student achievement on teachers' perceptions
inferredcites →https://doi.org/10.1146/annurev.psych.093008.100348openalex-snapshot
The Psychology of Academic Achievement
inferredcites →https://doi.org/10.1177/0016986206296658openalex-snapshot
The Gifted Rating Scales-School Form
inferredcites →https://doi.org/10.1177/0143034301223002openalex-snapshot
The D-48 Application in Mexican-American Children of a Culture Fair Test
inferredcites →https://doi.org/10.1177/0143034311421434openalex-snapshot
The process of identifying gifted children in elementary education: Teachers’ evaluations of creativity
inferredcites →https://doi.org/10.1177/01614681200410602299openalex-snapshot
The Psychology of Abilities, Competencies, and Expertise
inferredcites →https://doi.org/10.1177/026142948200100121openalex-snapshot
Teachers' Effectiveness in Identifying Gifted Children
inferredcites →https://doi.org/10.1177/073428290202000401openalex-snapshot
Identifying Gifted Students Using Teacher Rating Scales: A Review of Existing Instruments
inferredcites →https://doi.org/10.1177/0734282911428193openalex-snapshot
Use of Brief Intelligence Tests in the Identification of Giftedness
inferredcites →https://doi.org/10.1177/073428299401200408openalex-snapshot
Comparison of the Slosson Full-Range Intelligence Test and Teacher Judgments as Predictors of Students' Academic Achievement
inferredcites →https://doi.org/10.1207/s15327957pspr0902_3openalex-snapshot
Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns, Resolved and Unresolved Controversies
inferredcites →https://doi.org/10.2307/1270020openalex-snapshot
Statistical Power Analysis for the Behavioral Sciences
inferredcites →https://doi.org/10.2307/3172876openalex-snapshot
Integrating Research: A Guide for Literature Reviews
inferredcites →https://doi.org/10.2378/peu2011.art29dopenalex-snapshot
Intelligenzwachstum in Kindheit und Jugend
inferredcites →https://doi.org/10.2466/pr0.1991.69.1.350openalex-snapshot
Teachers' Estimates of Pupils' IQs and Pupils' Tested IQs
inferredcites →https://doi.org/10.2466/pr0.1994.74.2.419openalex-snapshot
Correlations of Scores on the Gifted Evaluation Scale with Those on WISC-III and Kaufman Brief Intelligence Test for Students Referred for Gifted Evaluation
inferredcites →https://doi.org/10.25656/01:4570openalex-snapshot
Lehrkräfte als Diagnostiker. Welche Rolle spielt die Schülerleistung bei der Einschätzung von mathematischen Selbstkonzepten?
inferredcites →https://doi.org/10.3102/00346543059003297openalex-snapshot
Teacher-Based Judgments of Academic Achievement: A Review of Literature
inferredcites →https://doi.org/10.3102/0034654309337522openalex-snapshot
A Meta-Analytic Path Analysis of the Internal/External Frame of Reference Model of Academic Achievement and Academic Self-Concept
inferredcites →https://doi.org/10.5860/choice.35-4193openalex-snapshot
Intelligence, genes, and success: scientists respond to the bell curve
inferredcites →https://doi.org/10.5860/choice.39-4104openalex-snapshot
Creativity in education & learning: a guide for teachers and educators
inferredcites →https://doi.org/10.5860/choice.44-2397openalex-snapshot
Mindset: the new psychology of success
inferredcites →https://doi.org/10.7758/9781610448864openalex-snapshot
The Handbook of Research Synthesis and Meta-Analysis
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.2139/ssrn.4664134openalex-extracted
Appearing Smart, Confident and Motivated: A Lens Model Approach to Teacher Judgment Accuracy
inferred← citeshttps://doi.org/10.1002/jocb.646openalex-snapshot
Performance and Perception of Creativity and Academic Achievement in Elementary School Students: A Normal Mixture Modeling Study
inferred← citeshttps://doi.org/10.1002/pits.22585openalex-snapshot
Examining teachers' judgment of students' 21st century skills and academic and behavioral outcomes
inferred← citeshttps://doi.org/10.1007/978-3-031-12718-2_5openalex-snapshot
Pedagogical Responsiveness to Every Student in Singapore – Can Artificial Intelligence for Education Be a Solution to Embrace the Complexity in Teaching and Learning?
inferred← citeshttps://doi.org/10.1007/978-3-032-21277-1_10openalex-snapshot
Toward an Inclusive Definition of Gifted Underachievement: The Role of Twice-Exceptional Students
inferred← citeshttps://doi.org/10.1007/978-3-658-45042-7_13openalex-snapshot
Intelligenz und Hochbegabung
inferred← citeshttps://doi.org/10.1007/978-981-13-3021-6_9-1openalex-snapshot
Gifted, Talented and High-Achieving Students and Their Gifted Education in Mexico
inferred← citeshttps://doi.org/10.1007/978-981-13-3041-4_9openalex-snapshot
Gifted, Talented and High-Achieving Students and Their Gifted Education in Mexico
inferred← citeshttps://doi.org/10.1007/s10212-020-00480-7openalex-snapshot
Temporal stability of teachers’ judgment accuracy of students’ motivation, emotion, and achievement
inferred← citeshttps://doi.org/10.1007/s10212-025-01027-4openalex-snapshot
Why do teachers and students (dis-)agree in judging student motivation? A lens model perspective
inferred← citeshttps://doi.org/10.1007/s10648-025-10029-zopenalex-snapshot
A More Comprehensive, More Reliable Multilevel Approach for Assessing and Modeling Teacher Judgment Accuracy Using Latent Variables
inferred← citeshttps://doi.org/10.1007/s10758-020-09448-4openalex-snapshot
A Learning Analytics Approach to Address Heterogeneity in the Classroom: The Teachers’ Diagnostic Support System
inferred← citeshttps://doi.org/10.1007/s11145-025-10748-3openalex-snapshot
Teachers’ reading-related knowledge and perceived skills: examining the relationship
inferred← citeshttps://doi.org/10.1007/s11218-018-9458-6openalex-snapshot
Primary teachers’ perceptions that impact upon track recommendations regarding pupils’ enrolment in secondary education: a path analysis
inferred← citeshttps://doi.org/10.1007/s11218-019-09533-2openalex-snapshot
Do preservice teachers’ judgments and judgment accuracy depend on students’ characteristics? The effect of gender and immigration background
inferred← citeshttps://doi.org/10.1007/s11218-024-09915-1openalex-snapshot
Socio-emotional experiences of primary school students: Relations to teachers’ underestimation, overestimation, or accurate judgment of their cognitive ability
inferred← citeshttps://doi.org/10.1007/s11218-025-10057-1openalex-snapshot
Appearing smart, confident and motivated: a lens model approach to judgment accuracy in an educational setting
inferred← citeshttps://doi.org/10.1007/s11251-022-09601-9openalex-snapshot
Accommodating heterogeneity: the interaction of instructional scaffolding with student preconditions in the learning of hypothesis-based reasoning
inferred← citeshttps://doi.org/10.1007/s11409-023-09333-2openalex-snapshot
Knowledge about others’ knowledge: how accurately do teachers estimate their students’ test scores?
inferred← citeshttps://doi.org/10.1007/s11423-019-09655-6openalex-snapshot
Using electronic technology in the dynamic testing of young primary school children: predicting school achievement
inferred← citeshttps://doi.org/10.1007/s11618-020-00972-8openalex-snapshot
Determinanten und Akkuratheit von Schülerurteilen über sprachliche Fähigkeiten von Mitschüler(inne)n im Deutschen und den Herkunftssprachen Türkisch und Russisch
inferred← citeshttps://doi.org/10.1007/s13138-022-00199-6openalex-snapshot
Toward an Overarching Framework for Systematizing Research Perspectives on Diagnostic Thinking and Practice
inferred← citeshttps://doi.org/10.1007/s42010-024-00215-3openalex-snapshot
Einflussfaktoren auf die Diagnosekompetenz (angehender) Lehrkräfte – ein systematisches Literaturreview
inferred← citeshttps://doi.org/10.1016/j.actpsy.2026.106483openalex-snapshot
Differences between children's self-reports and teacher ratings of emotional intelligence and anxiety: A cross-informant study
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2021.101965openalex-snapshot
Teacher judgments at zero-acquaintance: A social accuracy analysis
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2022.102067openalex-snapshot
Teacher judgment (in)accuracy: Differential relations with student progress in writing
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2022.102068openalex-snapshot
What is the basis of teacher judgment of student cognitive abilities and academic achievement and what affects its accuracy?
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2022.102070openalex-snapshot
When classmates influence teacher judgment accuracy of students’ cognitive ability: Studying frame-of-reference effects in primary school
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2022.102142openalex-snapshot
The Domain-Specificity of Elementary School Teachers’ Judgment Accuracy
inferred← citeshttps://doi.org/10.1016/j.ece.2022.02.005openalex-snapshot
A technology-enabled assessment and attainment of desirable competencies
inferred← citeshttps://doi.org/10.1016/j.ecresq.2019.01.011openalex-snapshot
Spontaneous focusing on Arabic number symbols and its association with early mathematical competencies
inferred← citeshttps://doi.org/10.1016/j.edurev.2018.02.002openalex-snapshot
Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education
inferred← citeshttps://doi.org/10.1016/j.edurev.2020.100374openalex-snapshot
A review on the accuracy of teacher judgments
inferred← citeshttps://doi.org/10.1016/j.jrp.2022.104226openalex-snapshot
Who knows what we are good at? Unique insights of the self, knowledgeable informants, and strangers into a person’s abilities
inferred← citeshttps://doi.org/10.1016/j.jsp.2024.101322openalex-snapshot
Fostering excellence: Nurturing motivation and performance among high- and average-ability students through need-supportive teaching
inferred← citeshttps://doi.org/10.1016/j.lcsi.2020.100425openalex-snapshot
Opening ‘windows’ for teachers to change classroom discourse
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2017.06.003openalex-snapshot
Identifying determinants of teachers' judgment (in)accuracy regarding students' school-related motivations using a Bayesian cross-classified multi-level model
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2020.101440openalex-snapshot
How does information consistency influence prospective teachers’ decisions about task difficulty assignments? A within-subject experiment to explain data-based decision-making in heterogeneous classes
inferred← citeshttps://doi.org/10.1016/j.lindif.2019.101820openalex-snapshot
Student characteristics affecting the recognition of high cognitive ability by teachers and peers
inferred← citeshttps://doi.org/10.1016/j.lindif.2023.102301openalex-snapshot
Students' social and learning behavior at school: Applying the generalized internal/external frame of reference model
inferred← citeshttps://doi.org/10.1016/j.lindif.2024.102560openalex-snapshot
Girls' creativity less visible: Mathematics and language teachers' ratings of male and female students' creativity
inferred← citeshttps://doi.org/10.1016/j.lindif.2025.102754openalex-snapshot
Explaining teachers' judgement accuracy of students' subjective well-being by students' individual characteristics and the teacher-student relationship
inferred← citeshttps://doi.org/10.1016/j.ssaho.2020.100046openalex-snapshot
In-Service Teachers’ Knowledge of Common Features Associated with Disorders and Developmental Disabilities
inferred← citeshttps://doi.org/10.1016/j.stueduc.2023.101284openalex-snapshot
Discrimination in grading: A scoping review of studies on teachers’ discrimination in school
inferred← citeshttps://doi.org/10.1016/j.stueduc.2024.101398openalex-snapshot
Unpacking grading bias in middle school: A multilevel analysis of grade vs. test discrepancy considering student and school characteristics
inferred← citeshttps://doi.org/10.1016/j.tate.2017.09.016openalex-snapshot
Teachers’ judgment accuracy concerning consistent and inconsistent student profiles
inferred← citeshttps://doi.org/10.1016/j.tate.2018.01.002openalex-snapshot
Is teacher judgment accuracy of students’ characteristics beneficial for verbal teacher-student interactions in classroom?
inferred← citeshttps://doi.org/10.1016/j.tate.2018.01.013openalex-snapshot
Comparing global judgments and specific judgments of teachers about students' knowledge: Is the whole the sum of its parts?
inferred← citeshttps://doi.org/10.1016/j.tate.2018.06.011openalex-snapshot
Preservice teachers' beliefs about students' mathematical knowledge structure as a foundation for formative assessments
inferred← citeshttps://doi.org/10.1016/j.tate.2018.08.004openalex-snapshot
Improving the accuracy of teachers' judgments of student learning
inferred← citeshttps://doi.org/10.1016/j.tate.2020.103099openalex-snapshot
Judgment accuracy of preservice teachers regarding student performance: The influence of attention allocation
inferred← citeshttps://doi.org/10.1016/j.tate.2021.103366openalex-snapshot
Talent development in natural science in elementary school: A juxtaposition of research and practice
inferred← citeshttps://doi.org/10.1016/j.tate.2021.103566openalex-snapshot
Teachers' beliefs about and educational practices with high-ability students
inferred← citeshttps://doi.org/10.1016/j.tate.2023.104304openalex-snapshot
Teachers' judgment accuracy of students’ subjective well-being in school: In search of explanatory factors
inferred← citeshttps://doi.org/10.1016/j.tsc.2019.100583openalex-snapshot
Are teachers’ ratings of students’ creativity related to students’ divergent thinking? A meta-analysis
inferred← citeshttps://doi.org/10.1016/j.tsc.2025.102010openalex-snapshot
Measurement of divergent thinking in biological contexts: Development, pilot testing, and validation of a test instrument for use in school
inferred← citeshttps://doi.org/10.1026/0049-8637/a000213openalex-snapshot
Warum schätzen Mädchen ihre mathematischen Kompetenzen geringer ein als Jungen?
inferred← citeshttps://doi.org/10.1026/0049-8637/a000316openalex-snapshot
Teachers’ Motivational Orientations in Grading (TMOG) Questionnaire
inferred← citeshttps://doi.org/10.1038/s41398-026-03823-yopenalex-snapshot
Finding the forest in the trees: Using machine learning and online cognitive and perceptual measures to predict adult autism diagnosis
inferred← citeshttps://doi.org/10.1051/e3sconf/202127312079openalex-snapshot
Intellectual readiness of future engineers to master the disciplines of the professional curriculum part while online learning
inferred← citeshttps://doi.org/10.1080/00220973.2020.1852523openalex-snapshot
Detecting Unfulfilled Potential: Perceptions of Underachievement by Student, Parents, and Teachers
inferred← citeshttps://doi.org/10.1080/01443410.2020.1768223openalex-snapshot
Teacher judgments of student mathematics achievement: the moderating role of student-teacher conflict
inferred← citeshttps://doi.org/10.1080/01443410.2023.2194593openalex-snapshot
Halo effects in grading: an experimental approach
inferred← citeshttps://doi.org/10.1080/02607476.2022.2061336openalex-snapshot
Lens model studies: Revealing teachers’ judgements for teacher education
inferred← citeshttps://doi.org/10.1080/03057267.2020.1735758openalex-snapshot
A meta-analysis on the relationship between school characteristics and student outcomes in science and maths – evidence from large-scale studies
inferred← citeshttps://doi.org/10.1080/15332276.2021.1961329openalex-snapshot
A research-practice cooperation to support elementary school teachers’ diagnostic competencies based on a working theory of talent development in STEM
inferred← citeshttps://doi.org/10.1080/2331186x.2019.1599488openalex-snapshot
Teacher beliefs about mathematics teaching and learning: Identifying and clarifying three constructs
inferred← citeshttps://doi.org/10.1080/23748834.2026.2673765openalex-snapshot
Cognitive and psychological effects of environmental noise on school children: a systematic literature review
inferred← citeshttps://doi.org/10.1086/714083openalex-snapshot
Using Assessment to Improve the Accuracy of Teachers’ Perceptions of Students’ Academic Competence
inferred← citeshttps://doi.org/10.1111/bjep.12719openalex-snapshot
The effects of special educational needs and socioeconomic status on teachers' and parents' judgements of pupils' cognitive abilities
inferred← citeshttps://doi.org/10.1111/cdev.14156openalex-snapshot
How smart is my child? The judgment accuracy of parents regarding their children's cognitive ability
inferred← citeshttps://doi.org/10.1111/jcal.13123openalex-snapshot
AI ‐Based Adaptive Feedback in Simulations for Teacher Education: An Experimental Replication in the Field
inferred← citeshttps://doi.org/10.11114/jets.v8i8.4878openalex-snapshot
Investigating the Reliability and Accuracy of Teachers’ Judgement in Assessing Writing
inferred← citeshttps://doi.org/10.1145/3511047.3537660openalex-snapshot
Forming Teams of Learners Online in a User as Wizard Study with Openness, Conscientiousness, and cognitive Ability
inferred← citeshttps://doi.org/10.1177/00131644241296139openalex-snapshot
Novick Meets Bayes: Improving the Assessment of Individual Students in Educational Practice and Research by Capitalizing on Assessors’ Prior Beliefs
inferred← citeshttps://doi.org/10.1177/0016986217752100openalex-snapshot
Linking Teacher and Parent Ratings of Teacher-Nominated Gifted Elementary School Students to Each Other and to School Grades
inferred← citeshttps://doi.org/10.1177/00169862221104026openalex-snapshot
Who Is Considered Gifted From a Teacher’s Perspective? A Representative Large-Scale Study
inferred← citeshttps://doi.org/10.1177/01430343221105398openalex-snapshot
The relation between nominations and traditional measures in the gifted identification process: A meta-analysis
inferred← citeshttps://doi.org/10.1177/01623532261486811openalex-snapshot
Gifted Underachievement and Self-Concept: The Role of Educational Stage and Gender
inferred← citeshttps://doi.org/10.1177/0734282920970718openalex-snapshot
Validity and Reliability of Gifted Rating Scales-School Form in Sample of Teachers and Parents – A Czech Contribution
inferred← citeshttps://doi.org/10.1177/1475725717725493openalex-snapshot
Teachers’ Knowledge About Intellectual Giftedness: A First Look at Levels and Correlates
inferred← citeshttps://doi.org/10.1177/1932202x261471305openalex-snapshot
Measures to Identify Gifted Students in STEM Subjects: A Systematic Review of Literature
inferred← citeshttps://doi.org/10.1177/21582440251358999openalex-snapshot
Teachers’ Receptiveness to Opposing Views: A Cross-Cultural Scale Adaption and Evaluation
inferred← citeshttps://doi.org/10.1186/s12909-024-06012-xopenalex-snapshot
Experts’ prediction of item difficulty of multiple-choice questions in the Ethiopian Undergraduate Medicine Licensure Examination
inferred← citeshttps://doi.org/10.1186/s43031-025-00141-zopenalex-snapshot
Characterizing students’ energy learning trajectories
inferred← citeshttps://doi.org/10.1371/journal.pone.0307594openalex-snapshot
Teachers’ judgment accuracy: A replication check by psychometric meta-analysis
inferred← citeshttps://doi.org/10.17556/erziefd.1224757openalex-snapshot
Eğitimde Üstbilişsel Düzenleme Envanteri: Öğretmen Versiyonu’nun (EÜDE: Öğretmen-Kendi ve Öğretmen-Sınıf) Geliştirilme Çalışması
inferred← citeshttps://doi.org/10.21203/rs.3.rs-5498932/v1openalex-snapshot
Finding the Forest in the Trees: Using Machine Learning and Online Cognitive and Perceptual Measures to Predict Adult Autism Diagnosis
inferred← citeshttps://doi.org/10.21248/gups.70953openalex-snapshot
Individualized instruction - conceptual and empirical examinations of necessary conditions for its effectiveness
inferred← citeshttps://doi.org/10.24042/ijsme.v6i3.18394openalex-snapshot
Conceptual Change in Life Sciences Learning: The Impact of Teaching Tools on Knowledge Representation
inferred← citeshttps://doi.org/10.24093/awej/vol13no2.1openalex-snapshot
Checking the Reliability of English as a Second Language Learners’ Aptitude: The Use of Achievement Tests as Predictors
inferred← citeshttps://doi.org/10.24294/jipd.v8i8.6403openalex-snapshot
Due to the COVID-19 pandemic: Maintaining economic growth by conducting catastrophic policy without considering adaptive structuration and foresight orientation
inferred← citeshttps://doi.org/10.26689/jcer.v8i2.5863openalex-snapshot
Strategies for Fostering Interaction in Online Classrooms: A Conversation Analysis of Teacher-Student Verbal Interaction in Random Questioning in Pandemic-Initiated Online Teaching
inferred← citeshttps://doi.org/10.26795/2307-1281-2020-8-4-5openalex-snapshot
The problem of the reliability of the teachers’ assessment judgments in formative assessment
inferred← citeshttps://doi.org/10.29333/pr/10963openalex-snapshot
A Meta-Analysis of the Combined Effects of Motivation, Learning and Personality Traits on Academic Performance
inferred← citeshttps://doi.org/10.30819/5020openalex-snapshot
Physiklehrkräfte korrigieren Schülertexte. Eine Explorationsstudie zur fachlich-konzeptuellen und sprachlichen Leistungsfeststellung und -beurteilung im Physikunterricht
inferred← citeshttps://doi.org/10.3102/0091732x221084326openalex-snapshot
A Critical Review of Assessments of Creativity in Education
inferred← citeshttps://doi.org/10.31234/osf.io/pkhbcopenalex-snapshot
A Meta-Analysis on the Relationship between School Characteristics and Student Outcomes in Science and Math - Evidence from Large-Scale Studies
inferred← citeshttps://doi.org/10.31234/osf.io/sn9c3openalex-snapshot
Accommodating Heterogeneity: The Interaction of Instructional Scaffolding with Student Preconditions in the Learning of Hypothesis-Based Reasoning
inferred← citeshttps://doi.org/10.31234/osf.io/ugwn8openalex-snapshot
The Application of Meta-Analytic Models with Multiple Random Effects: A Systematic Review
inferred← citeshttps://doi.org/10.3138/calico-2025-0034openalex-snapshot
Intuition versus Corpus Data: Assessing the Effectiveness of Lexical Judgments in Game-Based Materials Selection
inferred← citeshttps://doi.org/10.3389/feduc.2018.00082openalex-snapshot
Development and Evaluation of a Digital Expert Elicitation Method Aimed at Fostering Elementary School Teachers' Diagnostic Competence
inferred← citeshttps://doi.org/10.3389/feduc.2020.602470openalex-snapshot
Connecting Judgment Process and Accuracy of Student Teachers: Differences in Observation and Student Engagement Cues to Assess Student Characteristics
inferred← citeshttps://doi.org/10.3389/feduc.2020.612175openalex-snapshot
Identifying Expert and Novice Visual Scanpath Patterns and Their Relationship to Assessing Learning-Relevant Student Characteristics
inferred← citeshttps://doi.org/10.3389/fpsyg.2019.01637openalex-snapshot
What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.701730openalex-snapshot
Absolute and Relative Judgment Accuracy: Early Childhood Teachers' Competence to Evaluate Children's Mathematical Skills
inferred← citeshttps://doi.org/10.3389/fpsyg.2023.1198119openalex-snapshot
The Gifted Rating Scales - School Form in Greek elementary and middle school learners: a closer insight into their psychometric characteristics
inferred← citeshttps://doi.org/10.3389/fpsyg.2024.1278472openalex-snapshot
Where experience makes a difference: teachers’ judgment accuracy and diagnostic reasoning regarding student learning characteristics
inferred← citeshttps://doi.org/10.3389/fpsyg.2025.1647219openalex-snapshot
Inferential accuracy in classroom contexts
inferred← citeshttps://doi.org/10.3390/diagnostics12112809openalex-snapshot
The Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P): A Preliminary Examination of Their Psychometric Properties in Two Greek Samples
inferred← citeshttps://doi.org/10.3390/educsci11030089openalex-snapshot
Investigating Pre-Service Biology Teachers’ Diagnostic Competences: Relationships between Professional Knowledge, Diagnostic Activities, and Diagnostic Accuracy
inferred← citeshttps://doi.org/10.3390/higheredu5030066openalex-snapshot
From Teacher Workshop to Self-Study Online Module: Developing a Video-Based Resource for Diagnostic Accuracy in Primary Mathematics Teacher Education
inferred← citeshttps://doi.org/10.3390/jintelligence11010011openalex-snapshot
The Dynamic Interplay of Affective, Cognitive and Contextual Resources on Children’s Creative Potential: The Modulatory Role of Trait Emotional Intelligence
inferred← citeshttps://doi.org/10.3390/jintelligence13010010openalex-snapshot
Teachers’ and Parents’ Assessments of Primary School Children’s Intellectual Investment as Predictors of Change in Need for Cognition
inferred← citeshttps://doi.org/10.3390/jintelligence14020029openalex-snapshot
Deep Beats, Deep Thoughts? Predicting General Cognitive Ability from Natural Music-Listening Behavior
inferred← citeshttps://doi.org/10.3390/su12114474openalex-snapshot
Mexican Teachers’ Knowledge about Gifted Children: Relation to Teacher Teaching Experience and Training
inferred← citeshttps://doi.org/10.3758/s13428-020-01373-9openalex-snapshot
The application of meta-analytic (multi-level) models with multiple random effects: A systematic review
inferred← citeshttps://doi.org/10.47197/retos.v58.106612openalex-snapshot
Validity and reliability of motor competence assessment as an instrument measuring fundamental motor skills for 12-year-olds in Indonesia
inferred← citeshttps://doi.org/10.48146/odusobiad.1718990openalex-snapshot
Gifted or not? Exploring the factors influencing pre-service primary school teachers’ nomination decisions
inferred← citeshttps://doi.org/10.51460/baebd.1550091openalex-snapshot
Küresel Vatandaşlığa ve Küresel Vatandaşlık Eğitimine İlişkin Öğretmen Görüşleri: Şanlıurfa İli Örneği
inferred← citeshttps://doi.org/10.52700/ijlc.v4i1.180openalex-snapshot
Impact of Exam-Oriented Education System on Undergraduate Students’ Cognitive, Affective and Psychomotor Competencies
inferred← citeshttps://doi.org/10.5817/sp2020-2-4openalex-snapshot
Bias in Primary School Teachers’ Expectations of Students? A Study of General and Specific Bias Towards SES, Ethnicity and Gender
inferred← citeshttps://doi.org/10.5817/sp2020-3-5openalex-snapshot
Shoda pedagogické nominace a skupinového testu inteligence při skríningu intelektového nadání – sonda do problematiky
inferred← citeshttps://doi.org/10.58727/jshr.90141openalex-snapshot
Asociaciones entre actividad física y rendimiento académico en estudiantes con altas capacidades
inferred← citeshttps://doi.org/10.5902/1984644471057openalex-snapshot
Competências diagnósticas dos professores: uma análise da literatura
inferred← citeshttps://doi.org/10.59549/n.164.3-4.2openalex-snapshot
Mišljenje učitelja o ocjenjivanju u osnovnoj školi
inferred← citeshttps://doi.org/10.9734/ajess/2024/v50i41326openalex-snapshot
Fire Mitigation Game Assisted Project Based Learning Model Towards Elementary School Student’s Cognitive Skill
Editorial review for independent work. ICSAC — the Institute for Complexity
Science and Advanced Computing — runs a structured editorial panel for researchers
publishing outside journals, and publishes on CiteStamp rails. Submission is free
and goes through ORCID: icsacinstitute.org/submit.