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  • Roel Ariës - TIER research
    People All People People UvA People UM People RUG Visiting scholars Coordinator Minor in Education PhD candidate at TIER UM Maastricht University Tel 043 3884436 E mail roel aries maastrichtuniversity nl Roel Ariës studied Evidence Based Innovation in Teaching at TIER UM and History Education at Fontys University of Applied Sciences He is a history teacher at Stichting LVO He coordinates the minor in education at UM Roel is a PhD student at TIER UM where he studies the relationship between brain based learning and adolescents reasoning abilities in secondary social sciences education Roels research interests include cognitive psychology brain based learning parent involvement and reasoning abilities Publications Aries R J Groot W Maassen van den Brink H In press Improving reasoning skills in secondary history education by working memory training British Educational Research Journal TIER About Tier About Tier UvA About Tier UM About Tier RUG Tier Business Plan TIER Midterm Report 2010 Vacancies People All People People UvA People UM People RUG Visiting scholars Working Papers All Working Papers Working Papers UvA Working Papers UM Working Papers RUG Education Programme Master MEBIT Master MEPE Premaster MEBIT Academische Meesterwerken Enrollment Courses Graduate program Workshops Seminars Workshop on Education Economics

    Original URL path: http://www.tierweb.nl/tier/people-overview/people/roel-aries.html (2015-12-05)
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  • Nederland in ideeën 2015 - TIER research
    Je kunt haar ook keurig onderbouwen met lessen uit de positieve psychologie Net als therapeuten zijn docenten gewend om vooral in te zoomen op problemen Elke rapportvergadering gaat over die paar leerlingen met wie het niet goed gaat De leerlingen die probleemloos door hun middelbare school zeilen krijgen veel en veel minder aandacht Van mijn docentenopleiding die ik als zijinstromer een jaar of zeven geleden mocht moest volgen zijn mij een paar dingen bijgebleven Een gedragsverandering krijg je alleen maar voor elkaar door de negatieve gedragingen te negeren en de positieve te belonen was er zo eentje Alles wat aandacht krijgt groeit is de wijsheid die er meteen achteraan komt Opvallend is dat de beginnende docent vervolgens een wereld binnenstapt gevuld met azijnpissers De onderwijswereld heeft de naam nogal verzuurd te zijn en inderdaad klagen docenten veel Het wonderlijke is dat veel collega s binnen het klaslokaal de positiviteit zelve zijn Zet echter een paar docenten bij elkaar bij een koffiemachine en het gezeur begint Niet doen Wanneer het in een klaslokaal werkt om vooral zaken te benoemen die lekker lopen dan werkt dat op andere plaatsen ook Het is ook nog eens heel eenvoudig Goed gedaan Jij snapt het Lekker bezig hoor ik mijzelf de hele dag zeggen Je zou denken dat dit soort uitspraken na een tijdje hol worden Kreten zonder inhoud Maar zo werkt het niet Scholieren worden niet moe van complimentjes Kritiek daar hebben ze wel snel genoeg van Dat werkt bij grote mensen net zo Uit de neurolinguïstische hoek komt het oplossingsgerichte werken Ook heel fijn Concentreer je niet op zaken die slecht gaan Zoek de kleine lichtpuntjes die goed gaan en bouw dat uit Op een schaal van 0 tot 100 van geluk voel je je vandaag een 10 Wat goed Dat is geen 9 Hoe kom je naar 15 is een zin die ik aangeleerd kreeg in een onderwijscursus Toegegeven van dit soort uitspraken krijg ook ik jeuk Thuis werken deze net even te doorzichtige opzetjes al evenmin altijd Papa hou op met je onderwijsgezeur reageerde mijn zoon na een oplossingsgerichte poging om zijn leven van de zonnige kant te bekijken Een kleine beetje gas terugnemen iets subtieler formuleren en het moet thuis ook lukken om de aandacht te verleggen naar de zaken die goed gaan De problemen zichzelf laten oplossen dat is nog een ander inzicht om de positieve insteek te verkiezen boven de negatieve Bij de ouders van mijn D voetbalelftal bij de plaatselijke voetbalclub sta ik bekend als de positiviteitsgoeroe sinds ik ze vroeg om de kinderen voortaan met de duimen omhoog op te vangen Het grootste compliment kwam aan het einde van het seizoen van een invaller uit een hoger elftal Wat is dit een leuk elftal Niemand zeikt viel deze speler meteen op Binnen een paar weken veranderde een elftal met spelers die elkaar naar beneden haalden in een vriendenclub Ook de prestaties verbeterden Ouders spelers en de coaches hebben een heel leuk jaar gehad Bij mijn weten

    Original URL path: http://www.tierweb.nl/tier/news/nederland-in-ideeen-2015.html (2015-12-05)
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  • Brede scholen leiden niet tot beter onderwijs - TIER research
    programma Kennis voor Krachtige Steden van Platform31 Heers keek naar basisscholen in Schiedam en middelbare scholen in Rotterdam twee steden die een voorloper zijn in de ontwikkeling van brede scholen Schiedam heeft tussen 2000 en 2012 ongeveer 4 6 miljoen euro besteed aan subsidies voor brede scholen Nederland heeft ongeveer 1600 brede scholen in het voortgezet onderwijs en 420 in het basisonderwijs Het precieze aantal is onduidelijk omdat er geen eenduidige definitie is Het hoge aantal scholen hangt samen met de grote hoeveelheid publieke middelen die voor brede scholen beschikbaar zijn In heel Nederland gaat het naar verwachting om honderden miljoenen euro s Effecten Vergeleken met reguliere scholen leveren brede scholen geen betere leeruitkomsten voor de onderdelen rekenen taal wereldoriëntatie studievaardigheden en de totaalscore van de CITO toets Positieve effecten zijn er voor cultuur schoolklimaat en ouderbetrokkenheid Zorgactiviteiten en schoolomgeving activiteiten hebben een negatief effect Dit leidt tot de conclusie dat de onderwijsuitkomsten niet verbeteren er geen verschillen zijn met reguliere scholen en dat er dus geen reden is voor extra subsidieverlening aan brede scholen Brede scholen werken intensief samen met andere organisaties in de wijk zoals de kinderopvang Ook betrekken brede scholen de ouders vaker bij activiteiten die ook buiten het lesrooster plaatsvinden De verwachting was dat dit samenhangend geheel van onderwijs en sociale activiteiten zou bijdragen aan betere onderwijsprestaties en een grotere onderwijsgelijkheid tussen kinderen met verschillende sociale achtergronden zou geven Uit het proefschrift The Effectiveness of Community Schools Evidence from the Netherlands blijkt dat dus niet het geval te zijn Daarmee zijn de subsidies voor brede scholen niet effectief gebleken en kunnen beter anders worden besteed U kunt hier het originele proefschrift downloaden U kunt hier de Nederlandse samenvatting downloaden TIER About Tier About Tier UvA About Tier UM About Tier RUG Tier Business Plan TIER Midterm

    Original URL path: http://www.tierweb.nl/tier/news/brede-scholen-leiden-niet-tot-beter-onderwijs.html (2015-12-05)
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  • About Tier - TIER research
    world of education will be enhanced The Top Institute focuses on four areas of attention The development of effective education interventions and the evaluation of education interventions by experimental research with the aim of arriving at evidence based education in policy and practice The examination of the social context of education an examination in which the social perspective of education will be central and a connection will be made between education and the labor market The setting up of a portal between the academic world of research and the policy world of the Ministry of Education Culture and Science by way of meta analyses review studies and the dissemination of knowledge to stakeholders like schools parents and government The development of a Teacher Academy in consultation with people in the field to make sure that the scientific results of the research evidence based education will be passed on to teachers in primary secondary and higher education Within each area of attention several themes are to be distinguished The four areas of attention cover the whole field of lifelong learning i e from pre schooling primary secondary higher education and professional training to further schooling and education The areas of attention are connected to the existing educational order on the level of legislation the giving of rules the administrative and financial relations between government and educational institutions educators and educated as well as on the level of the didactics and organization of the education within institutions The organizational structure The inter university scientific research institute knows the following partners The University of Amsterdam Maastricht University University of Groningen Besides a close cooperation will be brought about with the sector Growth structure and knowledge economics of the CPB the Netherlands Bureau for Economic Policy Analysis with several ministries with NWO the Netherland Organization for Scientific Research more specifically with MaGW and PROO and with relevant national and international research groups TIER is in keeping with the beleidswijzer Evidence Based Beleid of the Ministry of Education Culture and Science and with the strategienota of NWO which includes the theme education The Top Institute will in due time be evaluated by an international visitation commission established by NWO MaGW International cooperation Institutes with a comparable focal point as TIER are to be found in the Anglo Saxon world The CEM Centre in the UK and the WWC What Works Clearinghouse in the United Stated are to be named With these institutions will be cooperated There is also intensive contact with Colombia University in the US where similar research is conducted on the cost effectiveness of education and educational evaluations are carried out With the John Hopkins University in Baltimore there is exchange on the use of Randomized Controlled Controls when evaluating educational interventions Other relevant foreign contacts are the Centre for Economics of Education CEE in London the Education Research Section in Princeton and the European Expert Network of Economics of Education EENEE Evidence Based Education Evidence based education is the philosophy that educational

    Original URL path: http://www.tierweb.nl/tier/about-tier/ (2015-12-05)
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  • About Tier - UvA - TIER research
    work together on distinct projects Educationalists will have primary responsibility for the methodological and content related organisation of research into the effects of educational interventions once these have been developed Economists will concentrate on performing economic assessments cost effectiveness analyses of these interventions Gauging the effects of educational interventions is problematic Knowledge about the effects of educational interventions is still limited in the Netherlands It is difficult to say decisively whether a particular intervention works in practice To be able to answer this question we would like to know what would have happened had the intervention not been implemented a counterfactual condition Only then can causal links be proven The theory of counterfactuals refers to the notion that an event effect would not have occurred if contrary to facts a previous event cause had not occurred However this is in principle impossible given that both conditions cannot be observed In order to nevertheless gain an impression of policy effects researchers rely on control groups consisting of people who have not been affected by the intervention In the context of Dutch education practice it has proven difficult to find reliable control groups Policy is oftentimes implemented at the national level which means that all pupils are affected by the same policy instruments Differences between schools for example in class size rarely arise by chance and are almost always the result of parent pupil or teachers decisions Teaching methods are generally implemented across the board Consequently any comparison between different groups of pupils will always beg the question of whether the groups really are equivalent for example in terms of social economic backgrounds or aptitudes As such inter group variation in areas like pupil linguistic ability in small versus large groups could plausibly be the result of specific policy e g class size reduction but could also be tied to unobserved differences between the groups such as higher motivation among pupils in smaller classes The literature shows that taking no or insufficient account of selection effects can lead to erroneous conclusions about policy effects Such errors may relate to not only the extent of the effects but also and even to the direction of those effects i e an effect that was considered to be an improvement in fact represented a deterioration or vice versa Randomisation is generally considered to be the best method for forming equivalent groups and for preventing bias resulting from self selection In practice however there are additional equivalency problems to be dealt with such as 1 lack of compliance 2 incomplete data and 3 unblinding participants know they belong to the intervention or control group respectively Each of these three problems occurs during policy intervention assessments and can impede the viability of a reliable assessment New opportunities for determining the effects of educational interventions Over the past decade international literature in the field has achieved significant advances in developing methods that can convincingly be applied to measure the effects of educational interventions on the macro meso and

    Original URL path: http://www.tierweb.nl/tier/about-tier/about-tier-uva.html (2015-12-05)
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  • About Tier - UM - TIER research
    the best evidence of what works This means that specific educational interventions educational strategies and educational policies are to be evaluated scientifically before they are recommended or adopted on a large scale Where this has not happened yet these interventions are to be introduced on an experimental basis in such a way that the effects of the interventions can be evaluated scientifically On the one hand evidence based education refers to the collection of positively evaluated interventions on the other hand it refers to the comportment or attitude of policy makers and people from the educational practice working on the basis of evidence based education Teachers Academy an evidence based education academy If evidence based education is to gain general currency teachers will have to know what it is and how to use it This includes familiarity with research and research methods Teachers must be able to gauge the value of research findings have a degree of insight into research processes and be able to assess the methodological quality of research and the research set up The evidence based education academy focus area envisions developing and offering courses including continuing education courses for teachers in primary secondary and higher education Teacher training programmes will be assisted in developing curricula that pay specific attention to research organisation and execution and to working with evidence based education The research institute will seek links with existing initiatives including the Dutch Teacher College throughout the Netherlands As a partner in the evidence based education research network Maastricht University will contribute towards the development of a Teacher Academy to which end the university will draft a separate business plan The role of the research network will for the time being be confined to that of social mediator transferring research findings to education practice within context

    Original URL path: http://www.tierweb.nl/tier/about-tier/about-tier-um.html (2015-12-05)
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  • About Tier - RUG - TIER research
    stay Social programme Contact Organisers News Links Contact About Tier About Tier UvA About Tier UM About Tier RUG Tier Business Plan TIER Midterm Report 2010 Vacancies About TIER RUG TIER RUG centres on the effects of two specific educational interventions the introduction of performance standards and selfregulated learning in primary education Performance standards for the end of primary education are introduced by the government to enhance learning achievement in language and mathematics In various studies different aspects of the setting of standards are studied the process of standard setting by teachers the use of standards in classroom practice standards and datafeedback and the effects on learning achievement of students The fact that today s society requires students to learn in a self regulated way during and after schooling has led to an increasing interest in educational research on improving learning and making it more efficient Though most of the studies on students acquisition of self regulated learning are consistent regarding its general positive impact on academic achievement teachers do not always know how to stimulate self regulated learning in practice In the TIER RUG projects attitude and practices of teachers are studies an intervention is introduced and the effects on the use of self regulated strategies and learning achievement is measured TIER About Tier About Tier UvA About Tier UM About Tier RUG Tier Business Plan TIER Midterm Report 2010 Vacancies People All People People UvA People UM People RUG Visiting scholars Working Papers All Working Papers Working Papers UvA Working Papers UM Working Papers RUG Education Programme Master MEBIT Master MEPE Premaster MEBIT Academische Meesterwerken Enrollment Courses Graduate program Workshops Seminars Workshop on Education Economics News LEER Workshop on Education Economics Nederland in ideeën 2015 Brede scholen leiden niet tot beter onderwijs Twee onderzoeksaanvragen gehonoreerd Invloed van een

    Original URL path: http://www.tierweb.nl/tier/about-tier/about-tier-rug.html (2015-12-05)
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  • Tier Business Plan - TIER research
    MEPE Premaster MEBIT Academische Meesterwerken Enrollment Courses Graduate program The program We offer Eligibility and tuition fees Your profile Interested Workshops Seminars Workshop on Education Economics Programme Call for papers Keynote speakers Registration and fees Travel and stay Social programme Contact Organisers News Links Contact About Tier About Tier UvA About Tier UM About Tier RUG Tier Business Plan TIER Midterm Report 2010 Vacancies Tier Business Plan Click here for the TIER Business Plan TIER About Tier About Tier UvA About Tier UM About Tier RUG Tier Business Plan TIER Midterm Report 2010 Vacancies People All People People UvA People UM People RUG Visiting scholars Working Papers All Working Papers Working Papers UvA Working Papers UM Working Papers RUG Education Programme Master MEBIT Master MEPE Premaster MEBIT Academische Meesterwerken Enrollment Courses Graduate program Workshops Seminars Workshop on Education Economics News LEER Workshop on Education Economics Nederland in ideeën 2015 Brede scholen leiden niet tot beter onderwijs Twee onderzoeksaanvragen gehonoreerd Invloed van een ICT tool op onderwijsprestaties en efficiëntie Links Contact Contact us BEE Resultaten Primair onderwijs Voortgezet onderwijs Middelbaar beroepsonderwijs Hoger onderwijs Overig onderwijs TIER BEE Methode Bronnen Contact Nieuws DTPA DTPA Wie zijn wij Folder DTPA Opleidingsinformatie Master of

    Original URL path: http://www.tierweb.nl/tier/about-tier/tier-business-plan.html (2015-12-05)
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