Data from whole-class discussions in Dutch upper primary school show that teachers occasionally explicitly take downgraded epistemic stances through epistemic disclaimers such as 'ik weet het niet' (English: "I don't know (it)"), which contrasts with their institutionally assigned epistemic authority. In the current study, we have…

This study focuses on how professionals in primary education contribute to children's upbringing, and engage in upbringing-related collaboration with parents. Eleven Dutch principals are interviewed about views, practices, and leadership. All of them recognise upbringing in education, and describe interwovenness of care, teaching and upbringing.…

High-quality teacher-student relationships are related to a wide range of positive student outcomes, especially in students with special educational needs. To enable tailored support to help teachers engage in positive relationships with these students, it is important to identify and understand the different types of teacher-student relationships…

This longitudinal study examined bidirectional associations between special education pupils' teacher-child relationship characteristics (quality, satisfaction, and conflict), classroom structure, and behavioral problems (externalizing and attention-hyperactivity). A secondary goal was to investigate the extent to which severity of behavioral…

The aim of this study is to gain empirical knowledge about how the Bible functions in the context of Protestant Christian primary schools in the Netherlands. It presents the results of an empirical explorative and qualitative study on the perceptions of teachers and school administrators (directors and internal supervisors) on the goals of Bible…

Many children who are victimized by their peers do not tell their teachers. Subsequently, teacher intervention and support are not likely to take place. To investigate the role teachers can play to promote disclosure by victimized students, we examined (1) the prevalence of disclosure to teachers, and (2) the extent to which teachers' responses…

This report is the result of the participation of hundreds of students, families, school educators, and researchers who dedicated their time and energy to investigating the critical role that families and communities play in ensuring students and schools can flourish. It is a culmination of over two years of collaborative research and hundreds of…

This study addresses teachers' practices of collaborating with parents on upbringing. It was inspired by the understanding that teachers contribute to upbringing in their day-to-day interaction with students and by the renewed interest in the upbringing-related goals of education in Western societies. The study aimed to learn more about the topic…

Previous research showed that strong religious communities wish for cohesion and cooperation between pedagogical environments in religious socialization. This explorative and descriptive study examines what Dutch orthodox Protestant primary school teachers perceive to be their role in comparison with others, such as parents. We extensively…

Personal and social development constitutes an important goal of physical education (PE) curricula worldwide. Few studies have analysed how PE teachers perceive and operationalise personal and social development goals in their lessons. This study sought to investigate the implemented curriculum of in-service PE teachers, that is, how PE teachers…

Research Findings: The parental role in supporting young children's oral language development at home is crucial for children's language and literacy development. However, there is limited expertise in how teachers can support lower-educated parents effectively to enhance their interactions with their children and stimulate the use of language.…

This article focuses on the moral values that teachers consider important for their teaching practice. First, we investigated the tensions experienced and questions raised by teacher's experience of the moral matters that arise in their profession. These moral tensions and questions arise in three different areas of interactions with pupil(s): (1)…

This article tests the tenability of a Unified Model of Task-specific Motivation (UMTM). The UMTM integrates task-specific components from several theories of motivation. Core of the model are four interacting but relatively independent types of valences. Affective and cognitive valences represent feelings while doing an activity and thoughts…

Data-based decision-making has the potential to increase student achievement results. Data-based decision-making can be defined as teachers' systematic analysis of data sources in order to study and adapt their educational practices for the purpose of maximizing learning results. Teachers must apply the findings from their data use to their…

The aim of this pilot study was to investigate to what extent elementary school teachers were prepared to tackle bullying. Interview data from 22 Dutch elementary school teachers (M[subscript age]?=?43.3, 18 classrooms in eight schools) were combined with survey data from 373 students of these teachers (M age?=?10.7, grades 3-6, ages 8- to…