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61.
Multilevel issues in research using students’ perceptions of learning environments: The case of the Questionnaire on Teacher Interaction 总被引：2，自引：1，他引：1
The design of learning environment studies investigating students’ perceptions often is multilevel in nature. This multilevel
nature of studies can appear in the object of research (for example, teacher behaviour towards the individual student or towards
the class), the level of perception (personalised perceptions or group perceptions) and the sampling of data (usually clustered:
students are sampled with their classmates, classes are sampled with other classes taught by the same teacher, etc.). In the
present study, the impact of decisions about level is studied using students’ perceptions of the teacher–student relationship
as assessed with the Questionnaire on Teacher Interaction (QTI). Data were gathered in one school (59 classes of 29 teachers)
with two versions of this questionnaire: a personalised version and a class version. For reasons of comparison, additional
data on the class version were analysed from 44,415 students from 1,913 teachers in 207 schools. Results from multilevel and
single-level analyses of the class and personal versions of the QTI indicated that multilevel analyses are to be preferred
over single-level analyses and that different conceptual structures could apply depending on the object of study and the level
of perception.
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| Theo WubbelsEmail: |
62.
As current procedures for teacher assessment are often based on non-standardized, qualitative information derived from multiple sources, the overall validity of the assessment depends heavily on the judgement processes of the assessors. Because it is of great importance for assessors to be aware of their own judgement processes and of the possible threats to validity in these processes, investigating assessors’ perceptions is of vital significance. In the present study, the perceptions of 22 assessors who judged a student teacher pair-wise using a specific assessment procedure were explored using semi-structured interviews. A qualitative analysis of the individual assessors’ perceptions with regard to the essential judgement processes of consideration of evidence and combination of evidence to attain an overall judgement resulted in an overview of successful strategies and threats underlying a valid assessment process. General implications for ensuring the validity of the assessment process and the preparation of assessors are discussed. 相似文献
63.
Peter A. J. Stevens Noel Clycq Christianne Timmerman Mieke Van Houtte 《British Educational Research Journal》2011,37(1):5-43
This article describes and critically analyzes how educational sociologists in the Netherlands have studied the relationship between race/ethnicity and educational inequality between 1980 and 2008. Five major research traditions are identified: (1) political arithmetic; (2) racism and ethnic discrimination; (3) school characteristics; (4) school choice; and (5) family background. The development of particular research traditions is explained by pointing to more general developments in terms of social policy and intellectual climate in the Netherlands. This study builds on a similar, recently published literature review that focuses on the UK context by critically comparing the development and findings from these different bodies of research literature. The conclusions suggest that the Netherlands, like England, developed strong research traditions in this area of research since the 1980s and that both countries can learn from each other and advance future research in this area by developing more comprehensive research agendas. More generally, this review illustrates the usefulness of conducting nationally comparative literature reviews in assessing the development of particular bodies of research and in bringing together knowledge produced in different national settings. 相似文献
64.
65.
In the field of educational effectiveness research, the influence of a class’ student body on students’ individual achievement scores has been a popular research interest for many years. Yet, few studies have focussed on the effects of class composition on students’ non-achievement outcomes, and up to now, hardly any attempts have been made to summarize the findings of previous studies on this topic by conducting a literature review. The current study tries to fill in this gap and focuses on the effects of class composition in secondary education in terms of ability and gender on students’ school well-being and academic self-concept. The results of this literature review indicate that ability grouping is beneficial for strong students’ school well-being, but rather detrimental for the school well-being of weak students. The reverse holds for students’ academic self-concept. Furthermore, our results show that single-sex classes are advantageous for girls’ school well-being and academic self-concept. As for boys, the results are inconclusive. 相似文献
66.
Corinne van Velzen Monique VolmanMieke Brekelmans Simone White 《Teaching and Teacher Education》2012,28(2):229-239
Building quality work-based learning opportunities for student teachers is a challenge for schools in school-university partnerships. This study focused on the guidance of student teachers by means of a mentoring approach aimed at sharing practical knowledge, with student teachers’ learning needs as an emphasis. The approach was built on collaborative lesson planning, enactment, and evaluation.The study followed three triads (student teacher, mentor, school-based teacher educator) and examined participants’ appreciation of the effectiveness of the approach and their perception of relevant conditions. The approach was considered effective: deeper conversations appeared and new issues emerged earlier than in regular mentoring conversations. 相似文献
67.
Recent decades have seen many studies dealing with the effects of teacher expectations. While most have focused on students' cognitive outcomes, we relate teacher expectations to student deviancy. We expect low expectations to be associated with students' feelings of futility and less teacher support, which, according to respectively strain theory and social control theory, give rise to misconduct. Multilevel analyses of data (2004–2005) from 11,844 students and 2104 teachers in 84 Flemish secondary schools suggest that, in schools where teacher expectations are low, students report less perceived teacher support, which is associated with higher rates of self-reported school misconduct. 相似文献
68.
Jo Breda Mieke Clement Kim Waeytens 《International Journal for Academic Development》2013,18(1-2):91-104
The evaluation of a first step implementation of an interactive training program for beginning faculty is presented. The training program is based on the principles of full recognition of the subjective theory of the faculty and establishing an equal relationship between the faculty and the trainer.To evaluate the actual implementation of the model questionnaires on the implementation of the two principles, participants’ reactions to the training and fulfilment of expectations towards the training were used. The results of the training are assessed with questionnaires on the learning of the participants, their expected use of knowledge and skills, their expected development and a pre and post measurement of instructional beliefs. The results show that the interactive model of faculty training was implemented and seems appropriate for training beginning faculty. The goals of the training were attained, except for directional change in instructional beliefs of the faculty. It is hypothesised that global changes in instructional beliefs can only be measured after a longer period. 相似文献
69.
70.
Ann Stes Mieke Clement Peter Van Petegem 《International Journal for Academic Development》2013,18(2):99-109
Long‐term influences of educational development initiatives for novice faculty members are seldom studied in a systematic way. In this exploratory study the long‐term individual and institutional impact of a novice faculty training programme at the University of Antwerp (Belgium) was evaluated, using a written survey with open questions. The results revealed that 2 years after finishing the programme the respondents still referred to the programme as a means of explaining changes in their day‐to‐day teaching practice. No firm relationship could be established between the strength of individual impact and the extent to which respondents also felt inclined to change things at the institutional level. The data suggests that the long‐term impact of the programme depends mainly on contextual elements. The article further discusses implications for the design of faculty training as well as perspectives for further research. Onderzoek naar de invloed op lange termijn van onderwijskundige professionalisering voor beginnende docenten is schaars. Dit artikel bespreekt de resultaten van een exploratieve studie over de lange termijn invloed van een opleiding voor beginnende docenten aan de universiteit van Antwerpen (België). Met behulp van een schriftelijke vragenlijst met open vragen werd de invloed van de opleiding op individueel en institutioneel niveau nagegaan. De resultaten tonen aan dat de respondenten twee jaar na datum nog steeds naar de opleiding verwijzen wanneer zij veranderingen in hun dagelijkse onderwijspraktijk duiden. Vastgesteld werd dat docenten die getuigen van sterke veranderingen in hun onderwijsopvattingen, ook meer omvattende veranderingen in hun praktijk beschrijven. Er werd geen verband gevonden tussen de sterkte van de veranderingen op individueel niveau en de mate waarin docenten zich geroepen voelden om veranderingen op institutioneel niveau teweeg te brengen. De resultaten laten vermoeden dat de lange termijn invloed van de opleiding vooral afhangt van contextfactoren. Het artikel gaat in op de implicaties van de bevindingen voor het ontwerp van onderwijskundige professionalisering en op de uitdagingen voor verder onderzoek. L'influence à long terme des initiatives de développement pédagogique destinées aux enseignants universitaires en début de carrière est rarement étudiée de façon systématique. Dans le cadre de cette étude exploratoire, l'impact à long terme et pour l'institution d'un programme de formation pour les nouveaux enseignants donné à l'Université d'Anvers (Belgique) a été évalué à l'aide d'un questionnaire écrit comportant des questions ouvertes. Les résultats tendent à démontrer que, même deux ans après avoir complété le programme, les répondants faisaient toujours référence au programme pour expliquer les changements survenus dans leur pratique quotidienne d'enseignement. Bien que les changements comportementaux correspondent à l'étendue du changement en matière de conceptions de l'enseignement, aucune relation nette n'a pu être établie entre l'impact institutionnel et la vigueur de l'impact individuel. Les données tendent à démontrer que l'impact à long terme du programme dépend principalement d'éléments contextuels. L'article présente aussi des éléments de discussion relatifs au design d'activités de formation pour les enseignants, de même que de nouvelles perspectives de recherche. 相似文献