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  • RUG Project Stimulating comprehensive reading and writing in primary education - TIER research
    2010 Danny Kostons en Greetje van der Werf long term indirect policy relevant Summary of the project Comprehensive reading and the ability to write clearly are essential for students in primary school Interventions aimed at improving these skills are on one hand aimed at stimulating the process Students are taught strategies that should help while reading or writing On the other hand interventions are aimed at the eventual product by providing students with questions before they start reading a text or by providing them with the assessment criteria for their written products In this project we investigate the effects of different interventions both on an outcome level comprehensive reading scores scores on written products as well as on a process level by means of for example eye tracking and interviews Current status of the project Data from the first half of participants have been collecxted for both the comprehensive reading as well as the writing studies March 2011 Data analyses with regard to comprehensive reading show favorable results product oriented support mostly lets students perform better on text specific questions whereas process oriented support mostly lets students perform better on general comprehension of the text The second half of the data will be collected in April 2011 Articles based on these studies should be submitted just after Summer 2011 with the next studies planned for January 2012 Related information Related People dr Danny Kostons prof dr Greetje van der Werf 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

    Original URL path: http://www.tierweb.nl/tier/projects-overview/projects/rug-project-1/2a-performance-standards-on-reading.html (2015-12-05)
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  • RUG Project 1/2b Performance standards on mathematics - TIER research
    children should master at different grade levels They define levels of student achievement that are considered acceptable or outstanding Linn Baker 1995 p 405 Lauer e a 2005 Stating explicit goals is expected to improve children s achievements because they make clear what is expected from children and when these expectations are to be met Ravitch 1995 In this sense they are connected to high teacher expectations that have a positive effect on student learning Teddlie Reynolds 2000 Sammons e a 1995 There is not much known about the effectiveness of standards for school improvement Lauer 2005 showed that standard based curricula in the United States indeed lead to positive effects on student achievement but he stresses that the implementation of working with standards in classroom is not straightforward It is not enough to set goals and see whether they have been reached teachers need to have a training to change their teaching behavior Lauer 2005 see also Roeber 1999 The current project consists of a teacher training based on three components setting and working with performance standards data driven teaching and an instructional component The combination of the three components is supposed to improve teacher instruction in classroom This is supposed to lead to better student achievement since instructional improvement positively affects pupil scores Hattie 2003 Hattie 2007 Current status of the project The teacher training of the schoolyear 2010 2011 is in progress The experimental group consists of five schools that are located in the north of The Netherlands with 19 teachers of grade 2 and 3 participating Achievement data in the experimental group are collected from approximately 250 pupils From the control schools there will be data from 90 schools Teacher data are collected by means of a questionnaire observations and an in depth interview Data will

    Original URL path: http://www.tierweb.nl/tier/projects-overview/projects/rug-project-3/4a-assessing-metacognitive-skills.html (2015-12-05)
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  • RUG Project 1/2c Meaning of standards based education - TIER research
    and governments getting value for money Lauer et al 2005 standards based education has become a messy construct which has various definitions and meanings in the field Ravitch 1995 also in National Research Council 2002 In order to study the effects of standards based education also known as standards based reform on pupil achievement a theory of action must identify the relevant steps within the hypothesized causal chain Nave Miech Mosteller 2000 A first analysis of relevant literature has resulted in the construction of such a theoretical model The model itself is an adaption of the models provided by Lauer and colleagues 2005 and of the National Research Council National Research Council 2002 and is presented in the attached working paper A report on relevant discussions in the field is provided as well A systematic review will be conducted to investigate the research question for which the proposed theoretical model will help interpret empirical findings Both a key word database search as well as a snowball approach will be used The key word database search has already been conducted and a coding scheme is currently under development Current status of the project A first analysis of relevant literature has resulted in the construction of a theoretical model which specifies the theory of action underlying standards based education In addition an overview of the debate on standards and its hypothesized effects on pupils and teachers could be created on the basis of this first analysis as well Both the model and the overview of the debate on standards are addressed in the attached working paper A key word search in educational databases has already been conducted and has resulted in an extensive database of articles A coding scheme has been developed Related information Related People Anouk Donker Bergstra MSc Mechteld van

    Original URL path: http://www.tierweb.nl/tier/projects-overview/projects/um-project-04-dropout-decision-of-students-in-the-dutch-secondary-education.html (2015-12-05)
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  • RUG Project 1/2d Practices and attitudes towards standards based education - TIER research
    interviews namely teachers concerns about weaker students and their high expectations of the usefulness of clear teaching goals We concluded that to implement performance standards well teachers should have goals at their disposal that are also useful for weaker performing students Furthermore teachers should be well assisted in implementing performance standards lest their positive expectation of the practical use will turn into disappointment Deunk 2010 The large scale questionnaire is based on the results of the interviews in combination with existing studies Black Wiliam 2001 Black Wiliam 2004 Blok Otter Roeleveld 2001 Hattie Timperley 2007 Ledoux Blok Boogaard 2009 Lomos Hofman Bosker 2011 submitted Onderwijsraad 2008 Roeleveld Béguin 2009 Van Eekelen Vermunt Boshuizen 2006 Vrielink Hogeling Brukx 2009 Wahlstrom Louis 2008 The questionnaire is sent out to over 1000 K1 grade 8 teachers and school directors of which almost 800 responded The respondents have an average teaching experience of 17 years range 0 43 years The questionnaire of in total 110 questions consists of 3 components which are composed of different scales and indexes The components are data driven teaching 56 questions including standards based education use of performance tests and feedback differentiation 34 questions which involves attention to both low and high performing students and professional development 17 questions including cooperation in school teams Cluster analysis is used to measure the level of data driven teaching differentiation and professional development in teachers and school teams Deunk Doolaard Hofman 2011 Current status of the project The results of the first administration of the questionnaire will be related to performance data of the teachers students Approximately half of the respondents are or will be involved in school development projects The questionnaire will be administered again to the same group of respondents in Spring Summer 2012 in order to study the relationship between changing teacher and school practices knowledge and attitudes participation in the school development projects and student performance References Black P Wiliam D 2001 Inside the Black Box Raising Standards Through Classroom Assessment King s College London School of Education Black P Wiliam D 2004 The Formative Purpose Assessment Must First Promote Learning In M Wilson Ed Towards Coherence Between Classroom Assessment and Accountability pp 20 50 Chicago NSSE Blok H Otter M E Roeleveld J 2001 Het gebruik van leerlingvolgsystemen anno 2000 Amsterdam SCO Kohnstamm Instituut De Corte E Verschaffel L Entwistle N van Merriënboer J 2003 Powerful learning environments Unravelling basic components and dimensions Amsterdam Pergamon Deunk M I 2010 Zijn juf dacht dat ook al Didaktief 40 8 15 17 Deunk M I Doolaard R Hofman R 2011 Attitude en gedrag van basisschoolleerkrachten met betrekking tot het verbeteren van leerlingresultaten Resultaten van de beginmeting bij leerkrachten Groningen GION Hattie J 2003 Teachers Make a Difference What is the research evidence Australian Council for Educational Research Annual Conference on Building Teacher Quality Hattie J Timperley H 2007 The power of feedback Review of Educational Research 77 1 81 112 Ledoux G Blok H Boogaard M 2009 Opbrengstgericht werken

    Original URL path: http://www.tierweb.nl/tier/projects-overview/projects/rug-project-1/2d-practices-and-attitudes-towards-standards-based-education.html (2015-12-05)
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  • RUG Project 1/2e Social processes of standard-setting procedures - TIER research
    the group discussions are hardly made These group discussions however are of influence on the height of the standards since standards are adjusted based on the arguments for lowering or raising them This study describes how participants adjust the height of their standards in response to the small group discussion and therefore contributes to insight in the factors that influence standard setting The leading research question is what is the relation between the standards that participants set and their discussions during the standard setting task To answer the research question small group discussions during two standard setting tasks are audio recorded and analyzed In September 2010 standards for reading comprehension were set for grade 2 and 3 March 2011 the same group of teachers set standards for math for grades 1 2 and 3 Approximately 35 teachers remedial teachers and school directors participated in the standard setting procedures They set standards on 4 levels Minimum Fundamental Proficient and Advanced and discussed these in small groups after which they could adjust the height of their standards Standards were formulated on the national proficiency scale of Cito the Dutch testing and assessment centre The results of the standard setting are analyzed twofold first the heights of the initial individual standards are compared to the heights of the standards after small group discussion Second the contributions of the participants during group discussion are analyzed These two types of data are then merged to see how adjustments in the height of the standards relate to the group discussions All discussions are analyzed using a coding scheme like in studies of Mercer 1995 Snow Kurland 1996 in which every 20 seconds is recorded who is speaking whether the conversation was about learning content reading or math and which role the speaker took in group dynamics Group dynamics is about what participants do in conversation like asking questions giving an opinion summarizing or dis agreeing Group discussions in which many questions are asked many opinions are given and participants respond critically to each other will lead to standards that are more thoroughly grounded especially when the discussion is mostly about the content of reading or math First analyses of the standards setting task for reading comprehension show that the average height of the four standards is hardly adjusted after group discussion Minimum is raised 0 73 95 confidence interval between 0 46 and 1 91 Fundamental is lowered 1 12 2 18 0 6 Proficient is lowered 2 30 3 89 0 71 and Advanced is lowered 1 24 3 96 1 48 However there are major differences in the adjustments of individual participants These differences can not be explained by participants moving towards each other in the small groups Almost one third of the participants hardly adjusted their standards 0 2 points while 9 participants adjusted their standards with at least 20 points The group discussions will be analyzed to understand why some participants make major adjustments to their standards after group discussions and others

    Original URL path: http://www.tierweb.nl/tier/projects-overview/projects/um-project-11-onderwijs-en-productiviteit.html (2015-12-05)
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  • RUG Project 3/4b Metacognitive skills in primary education - TIER research
    how metacognitive skills can be trained and measured effectively To evaluate the role of metacognitive skills firstly a descriptive study is performed on the relationship between metacognitive skills intelligence and performance This study shows that metacognitive skills have their own predictive value for performance even partly independent of intelligence This highlights the relevance of research on metacognitive training especially in conceptually rich domains as mathematics Hereafter the focus shifts towards experimental studies on the effects of metacognitive training by means of a computer program with metacognitive hints Our first study with the computer program with metacognitive hints published in Educational Research and Evaluation 2009 shows that students in grade 5 working with the computer program perform significantly better on a mathematical problem solving test than students in the control group not receiving the extra practice Moreover a relationship was found between the use of the metacognitive hints and performance Current status of the project Currently the next article on an experimental study with the computer supported metacognitive training is under review The six week experimental study shows that practice with the computer program with metacognitive hints helps students In the first place students using the program judge their learning more accurately than students using the same program without metacognitive hints Secondly the study indicates that use of the computer program with hints improves their problem solving performance more than just practicing the word problems in the computer program Additionally articles on differential gender effects of metacognitive training and measurement of metacognitive skills in mathematical problem solving are under preparation Related information Related People Annemieke Jacobse MSc dr Egbert Harskamp prof dr Roel Bosker 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

    Original URL path: http://www.tierweb.nl/tier/projects-overview/projects/um-project-06-benchmarking-tools-to-evaluate-teachers-at-university-and-high-school-level.html (2015-12-05)
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  • RUG Project Learning Opportunities in Preschool Classrooms And Childrens School Readiness - TIER research
    UM Projects RUG Learning Opportunities in Preschool Classrooms And Children s School Readiness Start date 01 januari 2010 Mayra Mascareño long term indirect policy relevant Summary of the project The research project articulates the notions of children s school readiness that is children s degree of preparation to successfully participate in school with the learning opportunities that children are exposed to during early childhood education ECE A special emphasis is given to the characteristics and quality of teacher children instructional interactions This is studied in the context of a two year pre kindergarten and kindergarten cluster randomized trial with three cohorts of schools attending children from disadvantaged social economical backgrounds in Chile Related information Related People dr Simone Doolaard Mayra Mascareño Lara prof dr Roel Bosker 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

    Original URL path: http://www.tierweb.nl/tier/projects-overview/projects/um-project-09-productivity-of-teachers,-comparison-between-countries.html (2015-12-05)
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  • RUG Project Meta-analysis and synthesis of research - TIER research
    various ages ranging from early elementary school up to university students in enhancing their metacognition and or capacity to self regulate their learning This improvement in skills should also improve their academic performance since metacognition has an own unique contribution to academic outcomes next to intelligence Veenman Wilhelm Beishuizen 2004 As metacognition and self regulated learning are broad constructs many components can be included in training to enhance it For instance when relating it to the learning phases of Zimmerman 2008 we distinguish strategies for planning monitoring and evaluating These categories can be separated into many sub categories which all have their own strategies to improve learning for instance in the monitoring phase there are strategies for comprehension memorizing elaboration of content etc However it is unclear which components are most influential or in other words which strategies have the strongest influence on academic achievement This meta analysis aims to answer this question A literature search on the databases ERIC and PsychInfo was conducted Search terms were metacognit and self reg and the literature had to be published between 2000 and 2010 to cover the latest decennium of research Other criteria are described in the paper We focus on primary and secondary education and this led to a total amount of around 60 articles describing around 70 studies in our analysis A coding scheme was developed to code each article interrater reliability reached 0 90 Current status of the project All studies are coded and analysis has been carried out We are currently writing a paper which we are planning to submit to a journal before summer Related information Related People Anouk Donker Bergstra MSc dr Hester de Boer prof dr Greetje van der Werf TIER About Tier About Tier UvA About Tier UM About Tier RUG Tier Business Plan

    Original URL path: http://www.tierweb.nl/tier/projects-overview/projects/um-project-01-how-effective-are-training-accounts-werkt-het-schoolingsbudget.html (2015-12-05)
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