Sjef Stijnen

Development of the Teacher Feedback Observation Scheme: evaluating the quality of feedback in peer groups

Research suggests that feedback is an essential element in learning. This study focuses on feedback that teachers provide in reciprocal peer groups to improve their performance in the classroom. The Teacher Feedback Observation Scheme (TFOS) was developed to identify feedback patterns, which approaches feedback as a multidimensional process. The TFOS helps acquire insights into the effectiveness of feedback, and provides information regarding the situations in which possible interventions can be undertaken if feedback is declining and becoming ineffective. This may especially be necessary when the communication of feedback is mediated by information and communications technology (ICT). The TFOS was piloted using videotaped sessions of three face-to-face groups, as well as one virtual group, using discussion wikis. All four groups of teachers used the Video Intervision Peer-coaching (VIP) procedure. The findings reveal that feedback in the virtual group was less effective than it was in the face-to-face groups. In addition, ineffective feedback patterns in the face-to-face groups transitioned into more effective feedback patterns. The TFOS appears to be adept at identifying feedback patterns in peer groups.

Language and educational success of indigenous and non‐indigenous minority students in the Netherlands 1

Abstract. After a brief description of both indigenous and non‐indigenous language variation in The Netherlands, it is demonstrated that there are a number of differences in the Dutch Education Acts treatment of Frisian as an indigenous minority language on the one hand, and its treatment of indigenous Dutch dialects and non‐indigenous minority languages on the other hand. These differences ultimately seem to be based on political criteria only. Furthermore, it is shown that speakers of both indigenous Dutch language varieties or Frisian and speakers of non‐indigenous language varieties perform worse than speakers of the Dutch standard language within the Dutch educational system. This holds especially for Turks and Moroccans as members of ethnic minorities in The Netherlands. In addition to a short presentation of three well‐known theoretical standpoints concerning language diversity and the possible role of the home language in the classroom (the deficit, difference and the emancipatory point of view),...

Teachers’ professional development: an analysis of the use of Professional Development Plans in a Dutch school

Professional development of teachers has become an essential condition in today’s knowledge-based society to sustain the quality of teaching. Therefore, the Dutch government promotes this professional development. As a result, Professional Development Plans (PDPs) are now increasingly used to stimulate and support the professional development of teachers. A PDP is used to encourage teachers’ professional development and structure their development path in terms of learning goals and plans of action. However, it cannot be taken for granted that teachers will formulate high-quality PDPs on their own. Previous research suggests that guidance is important in supporting teachers’ development. This study examined the effects of guidance on the quality of PDPs. An experimental group of Dutch teachers from a school for secondary vocational education was offered a series of workshops whereas the control group did not have such guidance. Both groups had to fill out a simple structured PDP. To determine the quality of the PDPs, an assessment tool was developed. The results suggest that guided teachers are more capable of identifying their strengths and in formulating learning goals. The guided teachers’ PDPs also showed more consistency. No differences were found regarding the action plans which teachers described.

A confirmatory factor analysis of scores on the teacher efficacy scale

Validity studies on the Teacher Efficacy Scale provide us with neither clear evidence nor clear solutions to the factorial structure or the theoretical concepts underlying the scale’s items. This study tests different factor structures of the Teacher Efficacy Scale as found in the literature using confirmatory factor analysis on data from a sample of 540 practicing teachers. Four factorial models were formulated based on theoretical analysis and on the results of several validity studies of the Teacher Efficacy Scale. In accordance with Bandura’s (1997) self-efficacy theory, the results revealed that the fit of the four-factor oblique model was significantly better than that of the other factorial models. However, the fit of the four-factor model did not reach the recommended criterion of adequately fitting models. After eliminating three poorly loaded items, the model’s fit improved significantly but insufficiently to reach the fit criterion. It was concluded that the Teacher Efficacy Scale in its curren...

Ethnic minorities and ethnic minority languages in dutch primary schools: Problems and challenges

Abstract This paper draws attention to the multiethnic nature of Dutch society and, in particular, to the extent of educational underperformance among ethnic minority children. The role of language in this underperformance is explored, particularly in relation to the findings of research on bilingual education and home language instruction in primary schools. Government policy in this area is examined. Finally, suggestions are made for a range of research priorities— theoretical and applied—which will enable us to identify ways of providing equality of educational opportunity for ethnic minority children. It is argued that such research should be undertaken by international and interdisciplinary teams.

Successful learning: balancing self-regulation with instructional planning

ABSTRACT Many recent studies have stressed the importance of teacher candidates’ (TCs) self-regulated learning (SRL) skills for successful learning. Because of the promising consequences of SRL for academic performance, teacher educators (TEs) are encouraged to increase TCs’ SRL opportunities in educational programs. Because of the difficulty and complexity for TEs to successfully guide TCs towards SRL, the present study contributes to the discussion how to best facilitate TEs in finding a balance between student- and teacher-control. For this purpose, a conceptual model is presented. The model draws upon literature related to the perspective of the learner, the teacher and the learning task. Besides the context of teacher education, the model is beneficial for higher education as well as teaching and teacher professionalization. It will help instructors provide a more balanced approach between teacher- and student-controlled learning, and support students develop essential SRL skills.

Investigating feedback on practice among teachers : coherence of observed and perceived feedback

Despite that benefits of feedback in student learning are reported in much research, little has been reported regarding the use of feedback from teachers to other teachers—a key tool in professional development. In this study, we triangulated data from videotaped peer coaching sessions, questionnaires, and interviews regarding 12 primary school teachers in four peer groups in the Netherlands. We focused our research on two issues: the interplay of observed feedback dimensions and elements and perceptions of that feedback. Feedback dimensions were generally effective and the influence of the elements on the dimensions mostly aligned with the expectations. Teachers generally perceived feedback as effective. Moreover, effective observed feedback was perceived as effective. Findings indicate that peer coaches should stimulate coached teachers to become goal directed, specific, detailed, and neutral (neither positive nor negative) by using feedback elements so as to optimize feedback processes.