1,721,047 research outputs found
Implementatie van een instrument om de attitude en het bekwaamheidsgevoel ten aanzien van diversiteit mee in kaart te brengen
No full textLearn to lead \u2013 together! The effectivity of professional development trajectories for school leaders : opportunities and challenges for sustainable professional and school development
No full textAbstract: It is generally believed that school leadership contributes to efficiency and equity in learners' academic performance. The focus on their important role ensures that school leaders consistently apply leadership strategies that are more goal-oriented and demonstrate the effects of their policies on learning outcomes. Therefore, it is essential that professional development initiatives for school leaders adequately focus on aspects of effective leadership. Professional development of school leaders asks for high-quality professional development trajectories that promote concrete transfer and sustainable implementation of the content provided. This dissertation presents research on the effectiveness of a two-year professional development trajectory for school leaders in primary and secondary education in Flanders and the Brussels region. In five sub-studies, it investigated the experienced impact of the specific organizational and didactic approach of the trajectory on the sustainable professional development of school leaders and on school development, both during and after the trajectory. The research contributes to a better understanding of the key factors for a thoughtful organization of and approach to professional development trajectories for school leaders. In addition, it provides valuable insights for school leaders, school boards, and the government to facilitate sustainable professional and school development
Turning the tide: the interplay between self-efficacy believes and leadership behaviour in Flemish secondary education
No full textAbstract accepted for presentation at the annual BELMAS conference. Whilst the abstract will be accessible in the Conference's programme book, it will not be presented due to COVID-19 measures and the corresponding cancelation of the 2020 conference.sponsorship: Fonds Wetenschappelijk Onderzoek|G.0735.17Nstatus: Publishe
On the impact of addressing student diversity by using computer-assisted differentiation practices
No full textAbstract: Student diversity is omnipresent in education. Seated side by side in the classroom are students from diverse nationalities and socioeconomic backgrounds; students whose first language is not the language of instruction; special educational needs students; and students who vary in interests, personality, motivation, learning profile, and more. In view of these differences, policymakers have urged teachers to divert their focus from teaching \u201cthe average student\u201d to addressing the individual needs of students. Differentiation is increasingly recognized as a powerful means to restructure today\u2019s classroom, mainly because of its solid theoretical base and broad array of practices. However, while the benefits of differentiation seem substantial enough for policymakers to invest in its implementation, a solid empirical base is missing. The gap between the theoretical and conceptual foundation and the limited access to empirical findings resulted in the main objective of this doctoral dissertation, i.e., providing causal evidence of the combined and isolated effects of specific differentiation practices. Using large-scale field experiments, this doctoral dissertation exploited the introduction of a novel compulsory curriculum on financial and entrepreneurship competences in Flemish secondary education to assign schools randomly to control and (multiple) experimental conditions. The study fields of financial and entrepreneurship education were attractive as little is known about what determines effective education in both study fields. To increase the internal validity and the scalability of the experiments, the differentiation practices were tested in computer-based learning environments. Therefore, this doctoral dissertation contributes to several strands of the literature by providing insights into (1) the effects of specific differentiation practices in secondary education, (2) the impacts of different teaching delivery methods in financial education and entrepreneurship education, and (3) the promise of educational technology
Making sure the penny drops : an evaluation of implementation strategies intended to enhance the effectiveness of financial literacy education
No full textAbstract: Abstract not available
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Leadership in Flemish secondary education: Mapping school leaders’ assignments, practices and professional development needs.
No full textstatus: Publishe
It takes two to teach! Exploring team teaching in teacher education
No full textAbstract: Team teaching is a promising strategy for the professional development of student teachers during their education. As a format for student teaching, team teaching involves more than group composition; it requires student teachers to collaborate in planning, implementing, and evaluating a course during workplace learning within schools. Accordingly, the challenge for teacher educators is to prepare student teachers adequately for this student teaching format. The present dissertation, composed of four sequential studies, explores student teachers\u2019 processes and outcomes of team teaching. Together, these studies contribute to a deeper understanding of the processes and outcomes of team teaching for student teachers, highlighting the essential role of tailored support from teacher educators for student teachers when practicing team teaching
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