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Direct linkWim J. C. M. van de Grift; Seyeoung Chun; Okhwa Lee; Deukjoon Kim – School Effectiveness and School Improvement, 2024
What are the differences in teaching quality in countries with large cultural and economic differences, such as Nicaragua, South Korea, and the Netherlands? Can these differences be bridged with training programmes? In Nicaragua, South Korea, and the Netherlands, respectively 271, 407, and 144 English and mathematics teachers in secondary…
Descriptors: Foreign Countries, Cultural Differences, Economic Factors, Mathematics Teachers
van der Pers, Marieke; Helms-Lorenz, Michelle – School Effectiveness and School Improvement, 2019
This explorative study adopts a regional perspective on understanding differences in observable teaching quality by describing regional levels in teaching quality for specific regions and by examining the contribution of schools' regional characteristics on effective teaching behaviour of 1,945 beginning teachers in secondary education. Beginning…
Descriptors: Teacher Effectiveness, Educational Quality, Teaching Methods, Learning Strategies
van de Grift, Wim J. C. M.; Chun, Seyeoung; Maulana, Ridwan; Lee, Okhwa; Helms-Lorenz, Michelle – School Effectiveness and School Improvement, 2017
Six observation scales for measuring the skills of teachers and 1 scale for measuring student engagement, assessed in South Korea and The Netherlands, are sufficiently reliable and offer sufficient predictive value for student engagement. A multigroup confirmatory factor analysis shows that the factor loadings and intercepts of the scales are the…
Descriptors: Foreign Countries, Comparative Education, Teacher Effectiveness, Learner Engagement
Helms-Lorenz, Michelle; Maulana, Ridwan; van de Grift, Wim – AERA Online Paper Repository, 2016
The focus of this study is to investigate the development of beginning teachers' self-efficacy and to explore the influence of contextual and personal characteristics on the longitudinal development of their self-efficacy during the second and third year of professional practice. Across three years, beginning teachers (N=365-250) responded to the…
Descriptors: Beginning Teachers, Self Efficacy, Teacher Effectiveness, Teacher Characteristics
Helms-Lorenz, Michelle; van de Grift, Wim; Maulana, Ridwan – School Effectiveness and School Improvement, 2016
The teaching profession faces a shortage as well as a decline of teaching skills. A possible way to mitigate this is to implement evidence-based induction arrangements. Seventy-one schools with 338 beginning secondary education teachers were randomly allocated to an experimental or a control group. The experimental schools used induction…
Descriptors: Foreign Countries, Longitudinal Studies, Beginning Teacher Induction, Teaching Skills
Download full textHsiao, Ya-Ping; Brouns, Francis; van Bruggen, Jan; Sloep, Peter B. – International Association for Development of the Information Society, 2012
In Learning Networks, learners need to share knowledge with others to build knowledge. In particular, when working on complex tasks, they often need to acquire extra cognitive resources from others to process a high task load. However, without support high task load and organizing knowledge sharing themselves might easily overload learners'…
Descriptors: Foreign Countries, Teaching Skills, Peer Relationship, Social Networks
Evers, Arnoud T.; van der Heijden, Beatrice I. J. M.; Kreijns, Karel; Gerrichhauzen, John T. G. – Journal of European Industrial Training, 2011
Purpose: The purpose of this paper is to report on a study that investigates the relationship between organisational factors, Teachers' Professional Development (TPD) and occupational expertise. Design/methodology/approach: A survey was administered among 152 Dutch teachers in secondary education. Findings: Analysis of the data revealed that of…
Descriptors: Correlation, Expertise, Foreign Countries, Social Networks
