Search results for author:"Jules Pieters"
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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...
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...
ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge
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...
Collaborative curriculum-design to increase science teaching self-efficacy: a qualitative exploration of teacher interactions
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...
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...
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...
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 ...