Leadership for team learning: the case of university teacher teams     

Mieke G.M. Koeslag-Kreunen  Marcel R. Van der Klink  Piet Van den Bossche  Wim H. Gijselaers 《Higher Education》2018,75(2):191-207

Teacher team involvement is considered a key factor in achieving sustainable innovation in higher education. This requires engaging in team learning behaviors that should result in new knowledge and solutions. However, university teachers are not used to discussing their work practices with one another and tend to neglect any innovation in their tasks. Team leadership behavior is often considered essential for stimulating team learning behavior, but it is unclear how this transpires. Therefore, the present study explores university teacher team members’ perceptions of team learning behavior, their assigned task, and leadership behaviors in their team. Interviews were conducted with 16 members of different teacher teams at a university of applied sciences. Findings included that the vast majority of the team learning behaviors only involved sharing ideas; engaging in constructive conflicts and co-constructions was not observed. Only a few teams combined all three team learning behaviors. In these teams, members observed that existing methods and solutions were no longer adequate, with leaders appearing to combine transformational and transactional behaviors, but operating from a distance without actively interfering in the process. Furthermore, these team members shared leadership behaviors while focusing on the team as a whole, instead of solving problems at individual level. This strongly indicates that task perception and specific vertical and shared team leadership behaviors play a role in stimulating teachers in seeking controversy and co-constructing new knowledge.  相似文献   

Scaling up from the Pioneers: The TeleTOP Method at the University of Twente     

Betty Collis  Wim De Boer 《Interactive Learning Environments》2013,21(2-3):93-111

At the Faculty of Educational Science and Technology, University of Twente, in The Netherlands, pioneer faculty members have been making innovative use of WWW-based course support sites since 1994. By 1996, seven instructors were active; by the first part of 1999 more than half the faculty were involved, and the rest will be joining soon (in a systematic plan, all the first-year courses in 1998, the second-year courses and many of the senior electives in 1999, etc). In addition we are working with other faculties, to support the same progression. How are we doing this? In this article, the TeleTOP method (http://teletop.edte.utwente.nl) will be described, showing clearly how it has developed based on an implementation model and the experience we had already acquired with innovative use of the WWW for our courses. The eight aspects of the TeleTOP method, including the pedagogical principles, the change strategies, the instructor-engagement strategies, and the technology, wi ll be described, and illustrated with examples from the courses that have now been redesigned. In particular, results after the first year in terms of usage, of instructional choices made by the instructors, of the diversity of instructional approaches that are supported, of the on-going formative evaluation, and of the adaptation of the TeleTOP method for another faculty with a different pedagogical culture will be given. The applicability of the TeleTOP method to other faculties and settings is discussed.  相似文献   

Cross-language information retrieval models based on latent topic models trained with document-aligned comparable corpora     

Ivan Vulić  Wim De Smet  Marie-Francine Moens 《Information Retrieval》2013,16(3):331-368

In this paper, we study different applications of cross-language latent topic models trained on comparable corpora. The first focus lies on the task of cross-language information retrieval (CLIR). The Bilingual Latent Dirichlet allocation model (BiLDA) allows us to create an interlingual, language-independent representation of both queries and documents. We construct several BiLDA-based document models for CLIR, where no additional translation resources are used. The second focus lies on the methods for extracting translation candidates and semantically related words using only per-topic word distributions of the cross-language latent topic model. As the main contribution, we combine the two former steps, blending the evidences from the per-document topic distributions and the per-topic word distributions of the topic model with the knowledge from the extracted lexicon. We design and evaluate the novel evidence-rich statistical model for CLIR, and prove that such a model, which combines various (only internal) evidences, obtains the best scores for experiments performed on the standard test collections of the CLEF 2001–2003 campaigns. We confirm these findings in an alternative evaluation, where we automatically generate queries and perform the known-item search on a test subset of Wikipedia articles. The main importance of this work lies in the fact that we train translation resources from comparable document-aligned corpora and provide novel CLIR statistical models that exhaustively exploit as many cross-lingual clues as possible in the quest for better CLIR results, without use of any additional external resources such as parallel corpora or machine-readable dictionaries.  相似文献   

The development of students’ use of additive and proportional methods along primary and secondary school     

Ceneida Fernández  Salvador Llinares  Wim Van Dooren  Dirk De Bock  Lieven Verschaffel 《European Journal of Psychology of Education - EJPE》2012,27(3):421-438

This study investigates the development of proportional and additive methods along primary and secondary school. In particular, it simultaneously investigates the use of additive methods in proportional word problems and the use of proportional methods in additive word problems. We have also studied the role played by integer and non-integer relationships between the given numbers and the nature of quantities (discrete or continuous) in the development of these phenomena. A test consisting of additive and proportional missing-value word problems was solved by 755 primary and secondary school students (from fourth to tenth grade). The findings indicate that the use of additive methods in proportional situations increased during primary school and decreased during secondary school, whereas the use of proportional methods in additive situations increased along primary and secondary school. Moreover, the presence or absence of integer ratios strongly affects this behavior, but the nature of quantities only has a small influence on the use of proportional methods.  相似文献   

Instruction Characteristics and Cognitive Achievement of Young Children in Elementary Schools     

G. Wim Meijnen  Nijs W. Lagerweij  Peter F. de Jong 《School Effectiveness & School Improvement》2013,24(2):159-187

This ongoing Dutch study into the school careers of young children in elementary schools, facilitated by the Educational Priority Policy, has focused on the influence of school and class organization on linguistic and cognitive development. In this article, the development in word decoding, reading comprehension, and math of 3rd graders (6 years of age) is analyzed. The data are gathered in 28 elementary schools by means of tests, questionnaires, and logbooks. A multilevel analysis shows that for word decoding and reading comprehension differences in development caused by differences in instruction are very small. For math, on the contrary, there is a substantial proportion of variance at the class level. Instruction characteristics and years of experience by the teachers seemed to be important.  相似文献   

The influence of classroom disciplinary climate of schools on reading achievement: a cross-country comparative study     

Bo Ning  Jan Van Damme  Wim Van Den Noortgate  Xiangdong Yang  Sarah Gielen 《School Effectiveness & School Improvement》2013,24(4):586-611

Despite considerable interest in research and practice in the effect of classroom disciplinary climate of schools on academic achievement, little is known about the generalizability of this effect over countries. Using hierarchical linear analyses, the present study reveals that a better classroom disciplinary climate in a school is significantly associated with better school reading performance in 53 of the 65 Programme for International Student Assessment (PISA) 2009 participant countries. The classroom disciplinary climate of schools can explain 11% of the between-school differences in reading achievement over countries. Controlling for economic, social, and cultural variables and student gender-related variables at student and school levels, the between-country differences in the effect of classroom disciplinary climate of schools shrank by three quarters. These findings can inform countries that face educational inequality issues (e.g., Argentina) and gender gap issues (e.g., Trinidad and Tobago), suggesting the possibility of tackling these issues via intervening on classroom disciplinary climate of schools.  相似文献   

The role of self- and social directed goals in a problem-based, collaborative learning context     

Dirk T. Tempelaar  Marold Wosnitza  Simone Volet  Bart Rienties  Bas Giesbers  Wim H. Gijselaers 《Higher Education》2013,66(2):253-267

Students’ learning goals demonstrate much stronger variety than traditional goal orientation models for classroom learning assume, especially when the educational context allows so. In this empirical study we will investigate the richness of students’ goal orientation in a collaborative learning context. We do so with the help of a goal setting framework that is based on a two-facet approach distinguishing multiple contents (performance, learning, well-being) and goal directions (varying degrees of self vs social direction). To investigate the role of different goal constellations, goal setting and learning performance data of first year students (n = 2,636) in a problem-based, collaborative learning program, and evaluation data of problem-based tutorial groups (#groups = 206) are combined into a multilevel model. Each tutorial group functions in two different educational settings: one directed at open-ended, group problems, the other at closed, individual problems. Educational context appears indeed to have a crucial role in the relationship between students’ goal setting at the one side, and students’ performance and group functioning on the other side.  相似文献   

Students’ reported justifications for their representational choices in linear function problems: an interview study     

Ana Acevedo Nistal  Wim Van Dooren  Lieven Verschaffel 《Educational studies》2013,39(1):104-117

Thirty-six secondary school students aged 14–16 were interviewed while they chose between a table, a graph or a formula to solve three linear function problems. The justifications for their choices were classified as (1) task-related if they explicitly mentioned the to-be-solved problem, (2) subject-related if students mentioned their own characteristics as representational users, (3) context-related if contextual features surrounding the choice were mentioned and (4) representation-related if formal characteristics of the representations were pointed out. Justifications were mostly task- and subject-related, although contextual and representational features also played an important role. Some students (reportedly) tried to reconcile different (task-, subject-, context- and representation-related) factors before selecting a representation, which was interpreted as an attempt to use their meta-representational competence to make appropriate representational choices. The influence of the didactical contract and the experimental contract on students’ representational choices, as well as the tensions between them, are also discussed.  相似文献   

Developing an Instrument for Teacher Feedback: Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors     

Rikkert M. van der Lans  Wim J. C. M. van de Grift  K. van Veen 《Journal of Experimental Education》2018,86(2):247-264

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Participatory practices in policy-making: Negotiating democratic outcomes or manoeuvring for compliance?     

Wim Hoppers 《International Journal of Educational Development》2009

This article explores the nature of participatory practices in policy-making in basic education and their impact on the directions and outcomes of policy. Drawing on theoretical developments in policy studies, the focus is on non-formal education as a policy challenge for EFA. Data are presented from a recent field study undertaken in Uganda of the process to establish a policy framework for basic education for disadvantaged children. A multi-dimensional frame is used for the analysis of the practice of policy development. It is argued that NFE, because of its amorphous and marginal nature, is an important arena for contesting the orthodoxy of educational thinking, policies and practices. Yet the full engagement by all stakeholders by itself cannot guarantee a democratic outcome, as the nature of policy processes may allow for counter-actions that preserve the existing education hierarchy.  相似文献