Generalizability of Teacher Behavior: Stability of Observational Data within and across Facets of Classroom Environments

When being a girl matters less: Accessibility of gender‐related self‐knowledge in single‐sex and coeducational classes and its impact on students' physics‐related self‐concept of ability

“…In addition, previous research found teaching styles to be quite stable across different situations (e.g. Bidwell, Frank, & Quiroz, 1997; Spaulding, 1982), suggesting that teachers do not necessarily adopt their classroom practices to the characteristics of the learners.…”