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

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

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

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...

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...

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

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....

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...