When students are grouped into school tracks, this has lasting consequences for their learning and later careers. In Germany to date, some groups of students (boys, ethnic minority students) are underrepresented in the highest track. Stereotypes about these groups exist that entail negative expectations about their suitability for the highest track. Based on the shifting standards model, the present research examines if and how stereotypes influence tracking recommendations. According to this theory, members of negatively stereotyped groups will be judged more leniently or more strictly depending on the framing of the judgment situation (by inducing minimum or confirmatory standards). N = 280 teacher students participated in a vignette study in which they had to choose the amount of positive evidence for suitability they wanted to see before deciding to recommend a fictitious student to the highest track. A 2 (judgment standard: minimum vs. confirmatory) × 2 (target student’s gender: male vs. female) × 2 (target student’s ethnicity: no migration background vs. Turkish migration background) between-subjects design was used. No effects of target gender occurred, but the expected interaction of target’s ethnicity and judgment standard emerged. In the minimum standard condition, less evidence was required for the ethnic minority student to be recommended for the highest track compared to the majority student. In the confirmatory standards condition, however, participants tended to require less evidence for the ethnic majority student. Our experiment underlines the importance of the framing of the recommendation situation, resulting in a more lenient or stricter assessment of negatively stereotyped groups.
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Marco Snoek Mascha Enthoven Joseph Kessels Monique Volman 《International Journal of Leadership in Education》2017,20(1):26-56
In this case study, we investigate how the development and impact of teacher leadership through a Master’s programme can be supported by a design that encourages boundary crossing activities between schools and universities. The case study focuses on 42 experienced teachers from three vocational colleges who were promoted to senior teacher positions and participated in a Master’s programme. Through individual and focus group interviews, data were collected on how boundary crossing activities can connect professional development and school development, and on favourable conditions for effective boundary crossing. The study shows that strategic alignment and shared ownership between university and school, a collective approach with multiple participants from one school, and the use of boundary objects, created the conditions through which the Master’s programme could serve as a catalyst, stimulating innovation of work practices and development of new leadership practices. The leadership of the senior teachers initiated a development process that shifted from formally mandated forms of leadership to more culturally embedded forms of leadership. This case study leads to a new understanding of design criteria for Master’s programmes and boundary objects that can support the process of developing teacher leadership within schools by facilitating boundary crossing between university and school. 相似文献
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Nishen Anna K. Corcoran Katja Holder Katharina Kessels Ursula 《European Journal of Psychology of Education - EJPE》2023,38(1):367-387
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Wassenberg R Feron FJ Kessels AG Hendriksen JG Kalff AC Kroes M Hurks PP Beeren M Jolles J Vles JS 《Child development》2005,76(5):1092-1103
The relation between cognitive and motor performance was studied in a sample of 378 children aged 5-6. Half of these children had no behavior problems; the others were selected for externalizing (38%) or internalizing problems (12%). Quantitative and qualitative aspects of motor performance were related to several aspects of cognition, after controlling for the influence of attention. No relation between global aspects of cognitive and motor performance was found. Specific positive relations were found between both aspects of motor performance, visual motor integration and working memory, and between quantitative aspects of motor performance and fluency. These findings reveal interesting parallels between normal cognitive and motor development in 5- to 6-year-old children that cannot be ascribed to attention processes. 相似文献
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By applying the self-to-prototype matching theory to students?? academic choices, this study links the unpopularity of science in many industrialized countries with the perceived gap between typical persons representing science (e.g. physics teachers) on the one hand and students?? self-image on the other. A sample of N?=?308 Dutch and German students described both themselves and typical teachers representing different school subjects using 65 trait adjectives. The following hypotheses were tested: The typical hard sciences teacher and the typical languages teacher will be perceived as differing in their personal characteristics. The typical physics teachers will be perceived as being less similar to students' own self-image than teachers representing languages. Actual choices students make during secondary school should correlate with the perceived fit between students?? self-image and the prototype of teachers representing different school subjects, especially in the less frequent and less popular choices of a math or physics major/profile. The findings supported these hypotheses. The discussion stresses that students acquire not only knowledge about science but also about science culture (sensu Aikenhead) in their science classes and that students?? image of science teachers can influence their academic choices. 相似文献
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Frank Arnoud Hulsbos Arnoud Theodoor Evers Joseph Willem Marie Kessels 《Vocations and Learning》2016,9(1):21-42
In recent years policy makers’ interest in the professional development of school leaders has grown considerably. Although we know some aspect of formal educational programs for school leaders, little is known about school leaders’ incidental and non-formal learning in the workplace. This study aims to grasp what workplace learning activities school leaders value most, what work-related questions incite them to learn, what outcomes they achieve through workplace learning and what conditions support workplace learning of school leaders. In order to generate answers to the research questions, we conducted semi-structured interviews with 20 Dutch school leaders in secondary education, which also served as a form of reflection for the respondents. Results show that school leaders mostly value workplace learning through working on improvement and innovation and through reflection. In addition to outcomes for the school leader, working on improvement and innovation also leads to learning outcomes for teachers, and seems to provide opportunities for teachers to influence changes in the school. On the other hand, teachers take little or no part in reflection. Here, school leaders find peace and stability to reflect with fellow school leaders. If adjusted to a specific context, the methods used in this study might be transferred to other contexts, to study workplace learning of all kinds of leaders. 相似文献
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H. H. Tillema J. W. M. Kessels F. Meijers 《Assessment & Evaluation in Higher Education》2000,25(3):265-278
Changes in the system of vocational education, at least in The Netherlands, are based on the idea that the curriculum should focus more on competencies and work-related experiences. In a competency-based curriculum the content is not the central issue but the assessment and monitoring of what is learned and acquired relevant to (later) successful performance. Therefore, it is essential to link assessment with instruction that is focused on performance and aligned with later work. In this paper a framework is developed showing how to organise curriculum and instruction around competencies in vocational education. As an example, the Educational Assessment and Development system is introduced to highlight procedures and experiences of the integration of assessment with instruction in an institute for vocational education and to draw some lessons from this case for future design and construction of curricula. 相似文献
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