The quest for sustained data use: Developing organizational routines

Mireille D. Hubers; Kim Schildkamp; Cindy L. Poortman; Jules M. Pieters

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 67, No. 1 (October 2017) pp. 509–521

The data team intervention was designed to support schools' data use. The sustainability of schools' data use was investigated by studying the schools' development of the ostensive and performative aspects of organizational routines for: engaging in ...

Language: English

Data-based decision making for instructional improvement in primary education

Gert Gelderblom; Kim Schildkamp; Jules Pieters; Melanie Ehren

International Journal of Educational Research Vol. 80, No. 1 (2016) pp. 1–14

Data-based decision making can help teachers improve their instruction. Research shows that instruction has a strong impact on students' learning outcomes. This study investigates whether Dutch primary school teachers use data to improve their...

Language: English

Collaborative Design of Technology-Enhanced Learning: What Can We Learn from Teacher Talk?

Susan McKenney; Ferry Boschman; Jules Pieters; Joke Voogt

TechTrends: Linking Research and Practice to Improve Learning Vol. 60, No. 4 (2016) pp. 385–391

The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team...

ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge

Ayoub Kafyulilo; Petra Fisser; Jules Pieters; Joke Voogt

Australasian Journal of Educational Technology Vol. 31, No. 4 (Nov 01, 2015)

Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study...

Professional Development through Lesson Study: Teaching the Derivative Using Geogebra

Nellie C. Verhoef; Fer Coenders; Jules M. Pieters; Daan van Smaalen; David O. Tall

Professional Development in Education Vol. 41, No. 1 (2015) pp. 109–126

This study focuses on mathematics teachers' professional development through elements of Japanese lesson study. The teachers designed a research lesson with regard to sense-making of the derivative using the integration of GeoGebra. In the...

Remedial teaching in Indian under-resourced communities: Professional development of para-teachers

Harini Raval; Susan Mckenney; Jules Pieters

International Journal of Educational Development Vol. 38, No. 1 (September 2014) pp. 87–93

This paper presents a summative evaluation of a professional development program for para-teachers within an Indian NGO. The program aimed to support para-teachers in well-structured learner-centered enactment by introducing planning and reflection...

Language: English

Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education

Jolien M. van Uden; Henk Ritzen; Jules M. Pieters

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 37, No. 1 (January 2014) pp. 21–32

Student engagement is an important precursor for learning. In this study we used teacher (N = 200) and student (N = 2288) questionnaires to investigate whether perceived interpersonal teacher behavior and teacher beliefs concerning motives for being ...

Language: English

The Learning Effects of a Multidisciplinary Professional Development Programme

Talitha Christine Visser; Fer G. M. Coenders; Jules M. Pieters; Cees Terlouw

Journal of Science Education and Technology Vol. 22, No. 6 (December 2013) pp. 807–824

Professional development becomes relevant and effective when teachers are actively involved, collaborate, and when it is linked to teachers' daily school practice (Hunzicker in "Prof Dev Educ" 37:177-179, 2011). Preparation of...

I think I can engage my students. Teachers' perceptions of student engagement and their beliefs about being a teacher

Jolien M. van Uden; Henk Ritzen; Jules M. Pieters

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 32, No. 1 (May 2013) pp. 43–54

Student engagement is an important condition for positive outcomes at school. This study examined whether teachers' motives for being a teacher, their ratings of the relative importance of different teacher competences, their self-efficacy for...

Language: English

Research-Practice Interactions as Reported in Recent Design Studies: Still Promising, Still Hazy

Bart J. B. Ormel; Natalie N. Pareja Roblin; Susan E. McKenney; Joke M. Voogt; Jules M. Pieters

Educational Technology Research and Development Vol. 60, No. 6 (December 2012) pp. 967–986

This study portrays recent research-practice connections found in 18 design research reports focusing on the creation of instructional solutions. Solutions in different stages of development varied greatly in duration, ranging from one lesson to a...

Advancing perspectives of sustainability and large-scale implementation of design teams in Ghana's polytechnics: Issues and opportunities

Marie Afua Baah Bakah; Joke M. Voogt; Jules M. Pieters

International Journal of Educational Development Vol. 32, No. 6 (November 2012) pp. 787–796

Polytechnic staff perspectives are sought on the sustainability and large-scale implementation of design teams (DT), as a means for collaborative curriculum design and teacher professional development in Ghana's polytechnics, months after...

Language: English

Collaborative curriculum-design to increase science teaching self-efficacy: a qualitative exploration of teacher interactions

Chantal Velthuis; Petra Fisser; Jules Pieters; Joke Voogt

Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4550–4555

Teachers’ sense of self-efficacy is a powerful predictor of their behavior in the classroom and student outcomes, because self-efficacy affects the effort they invest in teaching. The results of more self-confident primary teachers in science is...

Knowledge Sharing at Conferences

Bregje De Vries; Jules Pieters

Educational Research and Evaluation Vol. 13, No. 3 (June 2007) pp. 237–247

To improve the quality in teaching and learning, opportunities need to be provided where practitioners and researchers meet and share visions, disseminate findings, co-construct ideas, and set research agendas together. Visiting a conference is one...

Embedding E-Mail in Primary Schools: Developing a Tool for Collective Reflection

Bregje de Vries; Hans van der Meig; Kerst TH. Boersma; Jules M. Pieters

Journal of Educational Computing Research Vol. 32, No. 2 (2005) pp. 167–183

Reflection is an important aspect of learning in groups. In collective moments of reflection, learners can share and compare their ideas with others, and by doing so can reach an articulated and personal understanding of a learning task and domain....

Multimodal versus Unimodal Instruction in a Complex Learning Context

Mark Gellevij; Hans van der Meij; Ton de Jong; Jules Pieters

Journal of Experimental Education Vol. 70, No. 3 (2002) pp. 215–39

Compared multimodal instruction with text and pictures with unimodal text-only instruction as 44 college students used a visual or textual manual to learn a complex software application. Results initially support dual coding theory and indicate that ...

Investigating how secondary school students learn to solve correlational problems: quantitative and qualitative discourse approaches to the development of self-regulation

Ilias Karasavvidis; Jules M Pieters; Tjeerd Plomp

Learning and Instruction Vol. 10, No. 3 pp. 267–292

In this study we examined the transition from other to self-regulation by drawing on Vygotsky's general genetic law of cultural development and on Bakhtin's notion of genre appropriation. We attempted to replicate previous sociocultural research...

Language: English