Het platform voor open praktijkgericht onderzoek

Producten 1.133

product

Gender Perceptions of Challenging Student Behavior and Teacher Stress

The present study focuses on the level of stress male and female teachers perceive when dealing with the most behaviorally challenging student in his or her classroom. To measure stress in Dutch elementary classrooms, a sample was drawn of 582 teachers. First, they rated the most challenging student in their classroom on six different behavioral components: Against the grain, Full of activity/Easily distractible, Needs a lot of attention/Week student, Easily upset, Failuresyndrome/Excessively perfectionist, and Aggressive/Hostile. Teachers then scored perceived stress as a result of this challenging behavior. Two questions concerning gender relations in class rooms will be addressed. Do female and male teachers select the same type of behaviorally challenging students as the most challenging? And: do they perceive the same level of stress? Our data shows that female teachers do indeed report significantly more incidence of challenging behavior, but no evidence is found for differences between stress levels of male and female teachers.

PDF

Gender Perceptions of Challenging Student Behavior and Teacher Stress

product

The relationship among students' reading performance, their classroom behavior, and teacher skills

The relationship among students' reading performance, their behavior (task-focused behavior, emotional stability, and compliant behavior) in the classroom, and the teacher's skills was investigated in 66 third-grade classrooms. Results from this study showed the students' reading performance and their behavior in the classroom are all significantly interrelated. Better reading performance at the beginning of the school year goes with better behavior at the end of the school year. In turn, better behavior at the beginning of the school year goes with better reading performance at the end of the school year. The teacher can improve the behavior of the students by providing high-quality reading instruction. Some teacher skills have differential effects, however, on the various behavioral aspects. The implications for the educational practice as well as for future research are discussed.

LINK

product

Behaviorally Challenging Students and Teacher Stress

The present study focuses on the level of stress a teacher perceives when dealing with the most behaviorally challenging student in his or her classroom. To measure stress in Dutch elementary classrooms, a sample was drawn of 582 teachers. Two questions concerning this relation between student and teacher will be addressed. First of all, we focus on background variables of teachers and students as sources of variation in explaining the magnitude of challenging student behavior and the associated level of stress teachers experience. The second topic of this paper is to accommodate the potentially stressful relationship between student and teacher in a wider network of surrounding variables, which are, Self-efficacy, Negative affect, Autonomy in taking decisions, and Support amongst colleagues. To evaluate the presence of challenging behavior, the behavior of the student is related to more general variables like student responsibility, class size and ratio of boys to girls. We close our paper by assessing the validity of the studied relationship between teacher and student with respect to possible burnout.

PDF

Behaviorally Challenging Students and Teacher Stress

product

In search of teacher excellence

In the Netherlands, and in many other countries, teacher policy and teacher education are strongly focused on ensuring that teachers meet certain minimum standards. As all student teachers need to meet these standards, teacher education programmes might put the main emphasis on the ‘average’ student and pay little attention to students who can perform better, which would lead to a middle-ofthe-road perspective on teachers and teacher education curricula. However, there is a growing awareness within higher education of the diversity of students with respect to their abilities and ambitions. In the Netherlands, there are initiatives to develop excellence programmes and honours programmes that recognize and accept student diversity. Such programmes offer ‘excellent’ students new challenges in the development of their excellence. But as ‘excellence’ is not centrally defined, higher education institutes can define the concept independently. Here, we present two examples of teacher education institutes that have developed honours programmes that emphasize excellent student teachers. While traditionally honours programmes in universities are focused on stimulating outstanding research performance of excellent students, in both examples a different focus is taken. The honours programmes in these universities for applied sciences do not focus on academic performance, but focus more directly on the roles of outstanding teachers in schools. One of these institutes focuses on primary teacher roles, the other on secondary teacher roles. Both use research in the content of the honours programmes and in the evaluation of the programmes. Here, an analysis of the two programmes is related to developments in teacher policy and the teaching profession with respect to teacher excellence, e.g. the recent recommendation from the Netherlands Education Council to nominate the top 5% of teachers as ‘excellent teachers’ – a recommendation that was received with mixed feelings by teachers, teachers’ unions and school leaders

PDF

product

Eliciting mentor and pre-service teachers’ practical knowledge using teacher-tagged classroom situations

Situated learning plays a key role in internships and other practice-based learning settings in teacher education. The dominant assumption for a long time has been that the development of teaching competency is advanced most through practical teaching experience and post-lesson conferences between mentor and student teachers. It is through the reflection of teaching and classroom processes that student teachers are believed to develop their professional knowledge. The assistance of such reflection draws on mentor teachers’ teaching expertise. Mentor teachers, however, rarely explicate practical and theory-based knowledge underlying their practice and student teachers are not inclined to search for their mentor teacher’s underlying knowledge. As a consequence, the knowledge underlying effective teaching often remains implicit. The symposium brings together three novel approaches to assist teacher learning, which aim to make knowledge of teaching explicit. To bridge the gap between mentor and student teachers’ instructional concepts, the method of videobased tagging as a pre-requisite to initiate and structure professional dialogue is suggested and researched by van den Bogert, Crasborn, Bruggen and Eindhoven in The Netherlands. The second study by Staub, Waldis, Schatzmann and Futter investigates effects of an intervention with mentor teachers in Switzerland, suggesting the enactment of pre-lesson conferences and/or the use of a core concepts for lesson planning and reflection. A third study involving Germany and Switzerland by Kreis, Schnebel, Wyss, Wagner and Deiringer researches student teachers’ knowledge, beliefs and experiences related to collaborative lesson planning with peers. The shared assumption is that all three approaches enhance explicit communication on teaching and encourage professional dialogues that contribute to teacher learning in significant ways. Eliciting mentor and pre-service teachers’ practical knowledge using teacher-tagged classroom situations Bogert van den, Crasborn, Bruggen van & Jochems) Objectives The present study has a twofold objective. First, elicitation of mentor and pre-service teachers’ conceptualizations of videotaped classroom situations to clarify similarities and differences between practical knowledge of experienced and novice teachers. Second, exploration of ‘collaborative tagging’ as a new method to access mentors and pre-service teachers’ practical knowledge. Theoretical framework Teachers’ practical knowledge underlies overt teaching behavior, and is personal, unique, often tacit, and intertwined with teaching actions (Meijer, Verloop, & Beijaard, 2002). The ability to notice and interpret what is happening in a classroom is a basic aspect of teachers’ practical knowledge (Goodwin, 1994). Experienced teachers are more proficient in this essential perceptional process than novice teachers (Berliner, 2001; Sabers, Cushing, & Berliner, 1991). Consequently, proficient teachers may facilitate the professional development of novices. However, mentor teachers rarely explicate practical knowledge underlying their teaching practice (Edwards & Protheroe, 2004), and most pre-service teachers are not inclined to search for their mentor teacher’s practical knowledge (Penny, Harley, & Jessop, 1996). Hence, in this study we explored ‘collaborative tagging’ (Mika, 2005): a method where many people independently attach keywords called tags to e.g. videos, for categorization and fast future retrieval. Collaborative tagging has gained popularity since 2004 (Hammond, Hannay, Lund, & Scott, 2005), indicating the willingness and ease with which this activity is undertaken. In other studies (Cattuto, Benz, Hotho, & Stumme, 2008; Mika, 2005) network analysis of the co-occurrence of tags revealed the semantic relationships between the tags; a bottom-up taxonomy, or a so called folksonomy (Vander Wal, 2004). In this study, collaborative tagging was applied to explore the structure of teachers’ knowledge and compare conscious aspects of mentor and pre-service teachers’ practical knowledge. The main research questions were: • Which concepts do mentor- and pre-service teachers use to tag videotaped classroom situations? • To what extent do the generated tags and the relations between them differ between mentor- and pre-service teachers? • To what extent is collaborative tagging is helpful in gaining access to conscious aspects of mentors and pre-service teachers’ practical knowledge? Method Participants were 100 mentor-teachers and 100 pre-service teachers. The participants each ‘tagged” five video-fragments of different classroom situations. Data were analyzed with UCINET software as proposed by Mika (2005). Co-occurrences of tags were computed. Familiar measures of social network analysis (e.g. clustering coefficients, and (local) betweenness centrality) were used to describe each folksonomy, and to compare pre-service and mentor teachers’ networks of tags. Results and significance The study established that tagging is a promising new method to elicit teachers’ practical knowledge. The resulting folksonomies clarified similarities and differences between mentors’ and pre-service teachers’ practical knowledge. Results indicate that experienced teachers use more detailed and specific tags than pre-service teachers. This method makes a significant contribution to the methodology of the study of teachers’ practical knowledge. Folksonomies not only elicit individual teachers’ practical knowledge but enable researchers to discern common element’s in teachers’ practical knowledge. Moreover, in teacher education, folksonomies are helpful to initiate and structure professional dialogue between pre-service and mentor teachers.

PDF

Personen 1

persoon

Nihal Fawzi

Teacher Researcher

Projecten 4

project

De relatie tussen leesproblemen en gedragsproblemen

Onderzoek laat zien dat gedragsproblemen en leesproblemen vaak gelijktijdig voorkomen. Maar waar moet de leerkracht zich op richten; het gedrag of de leesprestaties? Voor de onderwijspraktijk is het relevant om uitsluitsel te krijgen over hoe deze problematiek in elkaar zit.Doel Uit veel onderzoek komt naar voren dat gedragsproblemen en leesproblemen bij veel kinderen min of meer gelijktijdig voorkomen. Leerkrachten zijn in deze situatie geneigd zich eerst te richten op het gedrag aangezien ze daar de meeste last van hebben. De primaire gerichtheid op gedragsproblemen uit zich ook in de grote vraag die er is naar begeleiding van leerkrachten bij het voorkomen en bestrijden van gedragsproblemen en de oververtegenwoordiging van studenten die bij de Master EN bij het Seminarium voor Orthopedagogiek de route Gedrag kiezen. De vraag is of deze gerichtheid terecht is en inderdaad tot de oplossing van de problemen leidt dan wel dat een achterliggend probleem de oorzaak is; namelijk een leesprobleem dat bij de leerling gedragsproblemen veroorzaakt. Het is relevant voor zowel de onderwijspraktijk als de opleidingen om uitsluitsel te krijgen over hoe deze problematiek in elkaar zit. In dit proefschrift wordt beoogd de vraag te beantwoorden of de gerichtheid op gedragsproblemen terecht is. Ook wil hiermee tegemoet worden gekomen aan de behoefte aan onderzoek waarmee de praktijk duidelijkere handvatten aangereikt krijgt om om te gaan met deze problemen en waar te beginnen met het bestrijden en voorkomen van de problemen. De volgende onderzoeksvragen worden beantwoord: 1) Gaan leesproblemen vooraf aan gedragsproblemen, is het andersom of is er sprake van wederzijdse volgtijdelijkheid? 2) Veroorzaken leesproblemen gedragsproblemen, is het andersom of veroorzaken zij elkaar? 3) In welke mate is lezen en gedrag te beïnvloeden door de leerkracht? Resultaten Het gedrag van leerlingen tijdens de leesles (aandacht, verstorend gedrag, emotionele stabiliteit) blijkt niet bij te dragen aan hun leesvaardigheid aan het eind van datzelfde schooljaar (groep 5); het is dus niet zo dat leerlingen die zich beter gedragen aan het begin van het jaar, beter lezen aan het eind van het jaar. Andersom is het wel zo dat leerlingen die aan het begin van het jaar beter lezen, zich aan het eind van het jaar beter gedragen (Brokamp, Houtveen & Van de Grift, 2018b; Brokamp, Houtveen & Van de Grift, submitted). Er wordt momenteel vervolgonderzoek uitgevoerd om te kijken of deze trend hetzelfde is over meerdere leerjaren. Wanneer gekeken wordt naar wat de leerkracht kan doen om zowel het lezen als het gedrag van de leerlingen tijdens de leesles te beïnvloeden, blijkt dat de leerkracht door het geven van een kwalitatief goede leesles ervoor kan zorgen dat de leerlingen beter gaan lezen, maar ook meer gefocust zijn, minder verstorend gedrag vertonen en (in minder mate) meer zelfvertrouwen hebben. Voor de praktijk heeft dit een belangrijke implicatie, namelijk het belang van goed leesonderwijs; het geven van een goede leesles zorgt niet alleen voor verbetering van de leesprestaties maar kan ook in positieve zin bijdragen aan het gedrag van de leerlingen (Brokamp, Houtveen & Van de Grift, 2016; 2018a). Brokamp, S.K., Houtveen, A.A.M., & Van de Grift, W.J.C.M. (submitted). Reading and behavioural and emotional engagement: a bidirectional relationship? Brokamp, S.K., Houtveen, A.A.M., & Van de Grift, W.J.C.M (2016, January). Reading, classroom behaviour and teaching skills. Paper presented at ICSEI 2016 Conference, Glasgow, UK. Brokamp, S.K., Houtveen, A.A.M., & Van de Grift, W.J.C.M (2018a). The relationship among students' reading performance, their classroom behavior, and teacher skills. The Journal of Educational Research. doi: 10.1080/00220671.2017.1411878 Brokamp, S.K., Houtveen, A.A.M., & Van de Grift, W.J.C.M (2018b, Juni). Leesvaardigheid en betrokkenheid tijdens het lezen: een bidirectionele relatie?. Paper gepresenteerd op de ORD 2018 Conferentie, Nijmegen, Nederland. Looptijd 01 december 2012 - 31 december 2020 Aanpak In het onderzoek meten we zowel het gedrag tijdens de leesles als de leesvaardigheid van de leerlingen over meerdere jaren. Ook bekijken we het instructiegedrag en algemeen pedagogisch handelen van de leerkrachten om de vraag te kunnen beantwoorden in welke mate de leerkrachten het lezen en gedrag van de leerlingen kunnen beïnvloeden.

Afgerond

project

Epi-Guide-Edit - Reprogramming by Epigenetic editing: A non-invasive, CRISPR approach to guide cell behavior

CRISPR/Cas genome engineering unleashed a scientific revolution, but entails socio-ethical dilemmas as genetic changes might affect evolution and objections exist against genetically modified organisms. CRISPR-mediated epigenetic editing offers an alternative to reprogram gene functioning long-term, without changing the genetic sequence. Although preclinical studies indicate effective gene expression modulation, long-term effects are unpredictable. This limited understanding of epigenetics and transcription dynamics hampers straightforward applications and prevents full exploitation of epigenetic editing in biotechnological and health/medical applications.Epi-Guide-Edit will analyse existing and newly-generated screening data to predict long-term responsiveness to epigenetic editing (cancer cells, plant protoplasts). Robust rules to achieve long-term epigenetic reprogramming will be distilled based on i) responsiveness to various epigenetic effector domains targeting selected genes, ii) (epi)genetic/chromatin composition before/after editing, and iii) transcription dynamics. Sustained reprogramming will be examined in complex systems (2/3D fibroblast/immune/cancer co-cultures; tomato plants), providing insights for improving tumor/immune responses, skin care or crop breeding. The iterative optimisations of Epi-Guide-Edit rules to non-genetically reprogram eventually any gene of interest will enable exploitation of gene regulation in diverse biological models addressing major societal challenges.The optimally balanced consortium of (applied) universities, ethical and industrial experts facilitates timely socioeconomic impact. Specifically, the developed knowledge/tools will be shared with a wide-spectrum of students/teachers ensuring training of next-generation professionals. Epi-Guide-Edit will thus result in widely applicable effective epigenetic editing tools, whilst training next-generation scientists, and guiding public acceptance.

Lopend

project

Epy Drost as a Living Lab

A world where technology is ubiquitous and embedded in our daily lives is becoming increasingly likely. To prepare our students to live and work in such a future, we propose to turn Saxion’s Epy-Drost building into a living lab environment. This will entail setting up and drafting the proper infrastructure and agreements to collect people’s location and building data (e.g. temperature, humidity) in Epy-Drost, and making the data appropriately available to student and research projects within Saxion. With regards to this project’s effect on education, we envision the proposal of several derived student projects which will provide students the opportunity to work with huge amounts of data and state-of-the-art natural interaction interfaces. Through these projects, students will acquire skills and knowledge that are necessary in the current and future labor-market, as well as get experience in working with topics of great importance now and in the near future. This is not only aligned with the Creative Media and Game Technologies (CMGT) study program’s new vision and focus on interactive technology, but also with many other education programs within Saxion. In terms of research, the candidate Postdoc will study if and how the data, together with the building’s infrastructure, can be leveraged to promote healthy behavior through playful strategies. In other words, whether we can persuade people in the building to be more physically active and engage more in social interactions through data-based gamification and building actuation. This fits very well with the Ambient Intelligence (AmI) research group’s agenda in Augmented Interaction, and CMGT’s User Experience line. Overall, this project will help spark and solidify lasting collaboration links between AmI and CMGT, give body to AmI’s new Augmented Interaction line, and increase Saxion’s level of education through the dissemination of knowledge between researchers, teachers and students.

Afgerond

project

Transformation through Interactive Narrative Design

Within TIND, Christian Roth studies the training of interactive narrative designers with the goal of developing teaching methods and learning tools for artists and designers to enable the creation of more effective artefacts. Interactive Narrative Design (IND) is a complex and challenging interdisciplinary field introducing new affordances in technique and user-experience. This requires practice-based research for further development of the educational format, demonstrating its potential while identifying and overcoming common learners’ challenges. This project aims to develop a framework for the design and evaluation of meaningful interactive narrative experiences that effectively stimulate a variety of cognitive and emotional responses such as reflection, insight, understanding, and potential behavior change. It provides tools, methods and activities to enable aspiring or practicing narrative designers through an interdisciplinary approach, including game design, immersive theatre, behavioral and cognitive psychology, and the learning sciences. HKU education means to prepare students for success in the creative industries and IND plays an important role for current and future jobs in education, arts and entertainment. IND has the potential to create an emotional impact and spark transformative change by offering agency, defined as the ability to influence narrative progression and outcomes in a meaningful way. This enables interactors to feel the weight of their own choices and their consequences, to explore different perspectives, and to more thoroughly understand complex multi-stakeholder issues, which could have significant impact on the success of emerging artistic, and learning applications. The research project is directly embedded in the curriculum of the HKU school Games & Interaction with annual educational offerings such as the Minor Interactive Narrative Design (MIND) and HKU wide broad seminars. Course evaluation and literature research will be used to create new and adjusted training for different HKU schools and the industry. Outcomes will be shared via an interactive website and events.

Afgerond

Producten 1.133

product

Gender Perceptions of Challenging Student Behavior and Teacher Stress

PDF

product

The relationship among students' reading performance, their classroom behavior, and teacher skills

LINK

product