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1.
Roosmarijn M.C. Schelvis Gerard I.J.M. Zwetsloot Evelien H. Bos Noortje M. Wiezer 《Teachers and Teaching》2014,20(5):622-637
In this paper, we will explore the relevance, meaning and perspectives of teacher, team and school resilience. The central research questions are: does the concept of teacher, team and school resilience offer new and promising perspectives on persistent problems in the educational sector? And secondly; how can resilience at individual, team and school level potentially be strengthened? After an insight into the context of the educational system in the Netherlands, we describe the current challenges in the educational system and sector both internationally and for the Netherlands based on a dialogue with stakeholders, scientific literature and data from the Netherlands Working Conditions Survey 2010. We propose that the educational field would benefit from a proactive approach that includes interrelated levels of actors (i.e. individual, team and school). We elaborate on this argument by making use of four resilience-related theories developed in a variety of areas: Resilience Engineering (focusing on four abilities for resilience), organizational mindfulness (focusing on signalling early warnings threatening resilience), the human resource management perspective on resilience (focusing on constraint vs. commitment of employees) and resilience as a social system (focusing on resilience as an interpersonal asset). Each of these theories points out that multilevel approaches for developing resilience are useful. Thereafter, four abilities (anticipation, monitoring, responding and learning) that seem vital for the process of developing resilience are described and discussed at individual, team and school level making use of practical examples based on stakeholders’ experiences. We discuss that the resilience perspective is promising and deserves (co-created) experimentation in the educational sector. Due to the theoretical nature of this paper, the findings could be useful to set agendas, but they need carefully evaluated pilot projects for future confirmation. 相似文献
2.
Veerle Hulpiau Evelien Masschelein Luc Van Der Stockt Piet Verhesschen Kim Waeytens 《Tertiary Education and Management》2013,19(1):35-45
As a consequence of the suspension of a system of yearly evaluations of individual courses with student questionnaires, the University of Leuven organised a broad consultation of the academic community focussing on what they expect from a system based on student feedback. The study revealed that this community attaches great importance to a clear definition of the goals of student feedback, improvement and accountability, and a logical translation of these goals into a concrete approach. The study also confirmed the need of academic staff for a concrete response to the importance they give to quality improvement and enhancement besides accountability. 相似文献
3.
Antoine van den Beemt Evelien Ketelaar Isabelle Diepstraten Maarten de Laat 《Educational research; a review for teachers and all concerned with progress in education》2018,60(1):31-46
Background: This paper discusses teachers’ perspectives on learning networks and their motives for participating in these networks. Although it is widely held that teachers’ learning may be developed through learning networks, not all teachers participate in such networks.Purpose: The theme of reciprocity, central to studies in the area of learning in networks, is often approached from a rational exchange perspective. This study attempts to extend this approach with reference to the concept of symbolic interactionism. The study was guided by the following research question: What is the relationship between teachers’ perceptions of learning networks and their motives for participation or non-participation in these networks?Design and methods: In order to address this research question, semi-structured interviews among 25 teachers in secondary education in the Netherlands were carried out. The semi-structured interviews consisted of three parts: background information, perspectives on learning networks and personal experiences with those networks. Data were analysed qualitatively and analyses consisted of within-case analysis, and cross-case analysis of interview fragments. Three themes were considered: (1) perspectives on learning networks, (2) motives for participation perceived as rational exchange, (3) motives for participation perceived as related to social order.Findings: The findings are presented around these three themes. Each theme is discussed in relation to relevant aspects from the literature. Findings indicated that teachers perceived learning networks to be organised both within-school and outside school, and mostly focused around specific content knowledge. Reasons for participation or non-participation were related to rational costs and rewards (such as time, technology, self-efficacy); in symbolic motives (such as joy, sharing and mutual understanding), and also in a sense of meaning that resulted from networking activities.Conclusions: We conclude that, in addition to social exchange motives, the data suggest that symbolic aspects of communication and interaction play an important role in considerations for participation in learning networks. This may be described in terms of four ‘types’ of networking teachers: the Community focused networking teacher, the Locally focused networking teacher, the Not-yet-networking teacher, and the Non-networking teacher. It is hoped that these exploratory findings could be helpful in supporting the development of learning networks for all teachers. 相似文献
4.
Bart Gilis Peter Catteeuw Evelien Van Roie Johan Wagemans 《Journal of sports sciences》2013,31(6):551-563
Abstract Baldo et al. (2002) and Helsen et al. (2006) considered the flash-lag effect to explain errors made by assistant referees when judging offside in association football. The main aims of the present study were as follows: (1) to determine whether the flash-lag effect emerges in offside situations on the field of play or off the field when presented as computer animations or as video footage of real-life matches; (2) to examine offside decision-making errors in two standards of assistant referee – international FIFA and Belgian national referees. The results support the flash-lag hypothesis in several ways. First, both the FIFA and Belgian assistant referees were more likely to make errors by raising their flag when they had to assess offside situations on the field of play and when presented as three-a-side computer animations. Second, more flag errors were made when the defender moved in the opposite direction to that of the attacker. Third, the strategy of raising the flag in case of doubt was not observed when an interpretation of the offside law had to be made about the involvement of play of an attacker. Future research is needed to examine the extent to which on- and off-the-field training sessions can be used as training tools to improve offside decision-making. 相似文献
5.
The positioning of eleven teachers towards an innovation was studied in the light of ownership, sense-making and agency. Semi-structured and video-stimulated interviews were used for data collection. The findings show that these three concepts are useful for describing similarities and differences between teachers in terms of their positioning towards the innovation. Considerable differences were found between teachers regarding their ownership, sense-making, and agency. Exploring the relations between these concepts revealed that a high degree of agency often went together with a high degree of ownership, but seemed to be moderated by the sense-making process. 相似文献
6.
Evelien Opdecam Patricia Everaert Hilde Van Keer Fanny Buysschaert 《Research in higher education》2014,55(4):400-432
This study investigates students’ preference for team learning and its effectiveness, compared to lecture-based learning. A quasi-experiment was set up in a financial accounting course in the first-year undergraduate of the Economics and Business Administration Program, where students had to choose between one of the two learning methods (team learning or lecture-based) and subsequently followed their preferred method of pedagogy. The quasi-experiment was administered for a first-year undergraduate class, with data for 291 students. The first objective of this study is to investigate students’ preference in relation to their gender, ability, motivation, and learning strategy. The second objective is to explore whether a team-based approach is more effective than lecture-based learning, when students participate in their preferred method. The results show that female students had a higher preference for team learning than male students. Furthermore, students with a preference for team learning had a lower ability level, were more intrinsically motivated, had less control of their learning beliefs, were more help seeking, and were more willing to share their knowledge with peers. The team learning approach resulted in increased performance, compared to the lecture-based setting, while controlling for differences in gender and ability. This beneficial impact of team learning on performance was not found for other courses (in which team learning was not implemented), leading to the conclusion that team learning offers an appropriate learning method at the university level for a first-year course. Implications for student learning, faculty members, and institutional policy are discussed. 相似文献
7.
Mechteld F. van Kuijk Marjolein I. Deunk Roel J. Bosker Evelien S. Ritzema 《School Effectiveness & School Improvement》2016,27(2):135-156
In this paper, we investigated whether student reading comprehension could be improved with help of a teacher Professional Development (PD) program targeting goals, data use, and instruction. The effect of this PD program on 2nd- and 3rd-grade student achievement was examined using a pretest-posttest control group design. Applying propensity score matching, 35 groups in the experimental condition were matched to 35 control groups. Students in the experimental condition (n = 420) scored significantly higher on a standardized assessment than the control condition (n = 399), the effect size being d = .37. No differential effects of the PD program were found in relation to initial reading performance or grade. Different model specifications yielded similar albeit smaller effect sizes (d = .29 and d = .30). At the end of the program, students in the experimental condition were more than half a year ahead of students in the control condition. 相似文献
8.
Evelien Ketelaar Maaike Koopman Perry J. Den Brok Douwe Beijaard Henny P. A. Boshuizen 《Teachers and Teaching》2013,19(3):314-337
The aim of this study was to gain understanding of how teachers familiarise themselves with a new pedagogy during their everyday practice, in this case the implementation of the coaching role in vocational education. For this purpose, 11 teachers reported their learning experiences in a digital log. An identity perspective was used as a lens to reflect and interpret these learning experiences. More specifically, it was looked at the extent to which teachers expressed ownership in their learning experiences with this new pedagogy, the ways they made sense of their learning experiences, and the extent to which they expressed agency in their learning experiences. On the basis of their initial positioning in terms of their ownership, sense-making and agency, these teachers were divided into an engaged and a reserved group. Differences were found in the learning experiences both between and within these groups. The digital logs of the engaged teachers showed more ownership than those of the reserved group and their sense-making was more active and explicit. Agency was present in the digital logs of both groups. Within the two groups, differences were found, particularly between teachers in the reserved group. 相似文献
9.
Evelien Van Laere Koen Aesaert Johan van Braak 《International Journal of Science Education》2013,35(16):2772-2794
The present study aimed to identify the role of both student- and school-level characteristics in primary school students’ achievement in the science curriculum. As societies become more culturally and linguistically diverse, many students enter the classroom with a home language that is different from the language of instruction used at school. This study takes into account both the home language and literacy in the language of instruction in relation to student achievement in science subjects. Questionnaires, reading performance tests, and science achievement tests were administered to 1,761 fourth-grade students from 67 schools across Flanders (Belgium). Multilevel hierarchical regression analyses show that the home language and literacy in the language of instruction play an important role in science achievement at the student level, next to gender and socioeconomic status. Students with a home language that is different from the language of instruction experience difficulties with science subjects. Moreover, the higher students’ performance on reading comprehension and self-assessed proficiency in the language of instruction, the higher their score on science achievement tests. At the school level, a school's teachability expectations are one of the key factors related to students’ science achievement. Limitations of this study and future directions for research are discussed. 相似文献
10.
Sara Knaeps Jan G. Bourgois Ruben Charlier Evelien Mertens Johan Lefevre 《Journal of sports sciences》2017,35(6):539-546
Approximately 3.2 million people die of non-communicable diseases (NCD) each year due to insufficient physical activity. Physical activity guidelines are possibly perceived as too demanding and might thus pose a barrier. We addressed the question if a more stable physical activity pattern is associated with higher levels of health-related fitness than one with high and low intensities, regardless of the physical activity level (PAL). Physical activity was objectively measured in 296 men and women (53.7 ± 8.94 years) with the SenseWear Pro Armband®. Using this data, the PAL and a Gini index were calculated to report the physical activity pattern. Health-related fitness was expressed as a fitness index. PAL was weakly correlated to health-related fitness (r = 0.38, P < .0001). The Gini index was also weakly correlated to the fitness index (r = 0.23, P < .0001). Results of the ANCOVA showed that participants in the first quartile of PAL always scored significantly lower for health-related fitness than participants in quartile four, after adjustment for the Gini index. These results suggest that as long as the volume of physical activity is high, health-related fitness will be high as well, independent of the physical activity pattern or variability in intensities throughout the day. 相似文献