Classroom heterogeneity and the use of instructional time in Dutch secondary schools
Journal of Classroom …, 2000
Classroom Heterogeneity and the Use of Instructional Time in Dutch Secondary Schools. E Roelofs, ... more Classroom Heterogeneity and the Use of Instructional Time in Dutch Secondary Schools. E Roelofs, S Veenman JOURNAL OF CLASSROOM INTERACTION 35:22, 15-24, MACJCI, 2000.
Implementation effects of a training program for self-regulated learning
Journal of research and development in education, 1999
This study addresses the implementation effects of an in-service training program on self-regulat... more This study addresses the implementation effects of an in-service training program on self-regulated learning for secondary school teachers. A quasi-experimental, treatment-control group investigation was designed to test the effects of this program. Study results suggested that the in-service program on self-regulated learning had little or no effect on the application of regulation strategies by secondary school teachers in the lower grades of the comprehensive school. No significant differences between trained and untrained teachers were found for the Observation Scale for Self-Regulated Learning and the Student Scale for Self-Regulated Learning. Possible interpretations of this outcome are: (1) the training of the teachers may be too short in duration; (2) the generally passive character of student learning in secondary schools; (3) the workshops were conducted after school; and (4) the training on self-regulated learning was isolated from a more comprehensive training program in...
Nowadays, a considerable amount of time, money, and energy is invested in inservice education or ... more Nowadays, a considerable amount of time, money, and energy is invested in inservice education or training (INSET). Yet, our knowledge ofdesign features and implementation conditions in schools that make INSET effective, is still limited. To examine the outcomes of inservice activities the impact ratings of a sample of teachers and principals who participated in individual-based and school-focused INSET were regressed on school characteristics, features of inservice programs, implementation characteristics, and types of inservice activity. Findings from this study suggest that some school characteristics, features of inservice programs, and implementation characteristics contribute to the impact of inservice training. Variables like external support, hours spent on INSET activities, degree of participation,, teacher educators' competence, implementation conditions, and the use of principal's steering functions are subject to alteration to increase inservice training effectiveness.
Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-Evidence Synthesis
Review of Educational Research, 1995
Multigrade and multi-age classrooms, in which students from two or more grades are taught by one ... more Multigrade and multi-age classrooms, in which students from two or more grades are taught by one teacher at the same time, represent a significant phenomenon in our schools. This article reviews the best evidence concerning the cognitive and noncognitive effects of the multigrade classroom, which is an administrative device used to cope with declining student enrollment or uneven class sizes, and the multi-age classroom, in which children of different ages are grouped together for educational and pedagogical benefits, in elementary schools. Studies in which the cognitive or achievement effects of multigrade and single-grade classes were compared revealed no consistent differences between these two types of classroom organization (median ES = .00). Studies of the noncognitive effects of multigrade and single-grade classes also produced no consistent differences (median ES = +.10). Studies in which the cognitive or achievement effects of multi-age and single-age classes were compared ...
In response to “Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-Ev... more In response to “Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-Evidence Synthesis” ( Veenman, 1995 ), Mason and Burns (1996) report that their research and review of the literature has led them to conclude that multigrade classes have a slightly negative effect on student achievement. They argue, moreover, that multigrade classes generally have better students and perhaps better teachers and that this selection bias masks the negative effects of less effective instruction in multigrade classes. In this rejoinder, a reanalysis, based on meta-analytic procedures, of the available multigrade and multi-age studies shows the average weighted effect sizes to be essentially zero or close to zero. For all analyses, the confidence intervals around the average effect sizes included zero. These results provide little support for the assumption that the quality of instruction in multigrade classes is lower than in single-grade classes. Between-study differences r...
In this study, the implementation effects of a programme for the training of coaching skills with... more In this study, the implementation effects of a programme for the training of coaching skills with Dutch primary school teachers acting as mentors for beginning teachers are described. Coaching is a form of in-class support intended to provide teachers with feedback on their functioning, and thereby stimulate self-reflection and self-analysis to improve instructional effectiveness. Based on the pre-and post-training ratings of coaching conferences, a significant treatment effect was found for the coaching skills concerned with the development of autonomy (empowerment), feedback and encouragement of self-reflection. The preand post-training ratings from the beginning teachers themselves showed no significant treatment effects as the beginning teachers rated the coaching skills of their mentors very favourably even at pretest.
Classroom heterogeneity and the use of instructional time in Dutch secondary schools
Journal of Classroom …, 2000
Classroom Heterogeneity and the Use of Instructional Time in Dutch Secondary Schools. E Roelofs, ... more Classroom Heterogeneity and the Use of Instructional Time in Dutch Secondary Schools. E Roelofs, S Veenman JOURNAL OF CLASSROOM INTERACTION 35:22, 15-24, MACJCI, 2000.
Implementation effects of a training program for self-regulated learning
Journal of research and development in education, 1999
This study addresses the implementation effects of an in-service training program on self-regulat... more This study addresses the implementation effects of an in-service training program on self-regulated learning for secondary school teachers. A quasi-experimental, treatment-control group investigation was designed to test the effects of this program. Study results suggested that the in-service program on self-regulated learning had little or no effect on the application of regulation strategies by secondary school teachers in the lower grades of the comprehensive school. No significant differences between trained and untrained teachers were found for the Observation Scale for Self-Regulated Learning and the Student Scale for Self-Regulated Learning. Possible interpretations of this outcome are: (1) the training of the teachers may be too short in duration; (2) the generally passive character of student learning in secondary schools; (3) the workshops were conducted after school; and (4) the training on self-regulated learning was isolated from a more comprehensive training program in...
Nowadays, a considerable amount of time, money, and energy is invested in inservice education or ... more Nowadays, a considerable amount of time, money, and energy is invested in inservice education or training (INSET). Yet, our knowledge ofdesign features and implementation conditions in schools that make INSET effective, is still limited. To examine the outcomes of inservice activities the impact ratings of a sample of teachers and principals who participated in individual-based and school-focused INSET were regressed on school characteristics, features of inservice programs, implementation characteristics, and types of inservice activity. Findings from this study suggest that some school characteristics, features of inservice programs, and implementation characteristics contribute to the impact of inservice training. Variables like external support, hours spent on INSET activities, degree of participation,, teacher educators' competence, implementation conditions, and the use of principal's steering functions are subject to alteration to increase inservice training effectiveness.
Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-Evidence Synthesis
Review of Educational Research, 1995
Multigrade and multi-age classrooms, in which students from two or more grades are taught by one ... more Multigrade and multi-age classrooms, in which students from two or more grades are taught by one teacher at the same time, represent a significant phenomenon in our schools. This article reviews the best evidence concerning the cognitive and noncognitive effects of the multigrade classroom, which is an administrative device used to cope with declining student enrollment or uneven class sizes, and the multi-age classroom, in which children of different ages are grouped together for educational and pedagogical benefits, in elementary schools. Studies in which the cognitive or achievement effects of multigrade and single-grade classes were compared revealed no consistent differences between these two types of classroom organization (median ES = .00). Studies of the noncognitive effects of multigrade and single-grade classes also produced no consistent differences (median ES = +.10). Studies in which the cognitive or achievement effects of multi-age and single-age classes were compared ...
In response to “Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-Ev... more In response to “Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-Evidence Synthesis” ( Veenman, 1995 ), Mason and Burns (1996) report that their research and review of the literature has led them to conclude that multigrade classes have a slightly negative effect on student achievement. They argue, moreover, that multigrade classes generally have better students and perhaps better teachers and that this selection bias masks the negative effects of less effective instruction in multigrade classes. In this rejoinder, a reanalysis, based on meta-analytic procedures, of the available multigrade and multi-age studies shows the average weighted effect sizes to be essentially zero or close to zero. For all analyses, the confidence intervals around the average effect sizes included zero. These results provide little support for the assumption that the quality of instruction in multigrade classes is lower than in single-grade classes. Between-study differences r...
In this study, the implementation effects of a programme for the training of coaching skills with... more In this study, the implementation effects of a programme for the training of coaching skills with Dutch primary school teachers acting as mentors for beginning teachers are described. Coaching is a form of in-class support intended to provide teachers with feedback on their functioning, and thereby stimulate self-reflection and self-analysis to improve instructional effectiveness. Based on the pre-and post-training ratings of coaching conferences, a significant treatment effect was found for the coaching skills concerned with the development of autonomy (empowerment), feedback and encouragement of self-reflection. The preand post-training ratings from the beginning teachers themselves showed no significant treatment effects as the beginning teachers rated the coaching skills of their mentors very favourably even at pretest.
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