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Download full textde la Rie, Sanneke; van Steensel, Roel; van Gelderen, Amos; Severiens, Sabine – Education Sciences, 2021
It is hypothesized that variability found in the effects of family literacy programs results from differences in implementation by parents. In this study, the implementation and effects of a Dutch program were examined in a sample of 207 kindergarteners (mean age at pre-test: 64 months). No main intervention effects on children's literacy…
Descriptors: Family Literacy, Literacy Education, Family Programs, Kindergarten
Direct linkKroneman, Marieke; Admiraal, Wilfried; Ketelaars, Mieke – Journal of LGBT Youth, 2019
Not many interventions are available to improve the school climate for lesbian, gay, and bisexual (LGB) youth in prevocational secondary education. In four schools with different student populations, this study examined the impact of a newly designed peer-educator intervention on attitudes towards lesbian women and gay men and on the class climate…
Descriptors: Peer Teaching, Intervention, Females, Student Needs
Oonk, Carla; Gulikers, Judith; Mulder, Martin – AERA Online Paper Repository, 2016
Boundary crossing competence is needed to tackle complex problems and should therefore be facilitated in education. The Regional Learning Environment, a typical service learning environment practiced in Dutch life sciences education, offers students ample opportunities to develop boundary crossing competence through multi-stakeholder…
Descriptors: Stakeholders, Cooperation, Educational Environment, Academic Achievement
Jauregi, Kristi – Research-publishing.net, 2016
The present paper describes a case study on the effects of telecollaborative games on learners' motivation. 12 learners from a Dutch and a British secondary school participated in the study. Different games, which included gamification elements, were developed on OpenSim. The overall educational goals of the games were to enhance cultural…
Descriptors: Foreign Countries, Educational Games, Educational Technology, Technology Uses in Education
van Rijk, Yvonne; de Mey, Langha; de Haan, Dorian; van Oers, Bert; Volman, Monique – Research Papers in Education, 2017
Content-oriented reading interventions that focus on the integration of motivational enhancement and strategy instruction have been found to have positive effects. Developmental education (DE) in the Netherlands is an innovative content-oriented approach in which reading is an integral part of an inquiry-oriented curriculum. Reading for meaning is…
Descriptors: Content Area Reading, Foreign Countries, Textbooks, Teaching Methods
Gaikhorst, Lisa; Beishuizen, Jos J.; Zijlstra, Bonne J. H.; Volman, Monique L. L. – European Journal of Teacher Education, 2015
This study examined the effects of a professional development programme aimed at equipping teachers for the challenges of teaching in urban schools. The contribution of the programme to teacher quality and teacher retention was evaluated using a mixed research design in which both quantitative (N?=?133) and qualitative (N?=?42) approaches were…
Descriptors: Faculty Development, Urban Schools, Teacher Effectiveness, Networks
Noroozi, Omid; McAlister, Simon; Mulder, Martin – International Review of Research in Open and Distributed Learning, 2016
The goal of this study was to explore how students debate with their peers within a designed context using a digital dialogue game, and whether their epistemic beliefs are significant to the outcomes. Epistemic beliefs are known to colour student interactions within argumentative discourse, leading some students to hold back from interactions. By…
Descriptors: Epistemology, Beliefs, Persuasive Discourse, Genetics
Voerman, Lia; Meijer, Paulien C.; Korthagen, Fred; Simons, Robert Jan – Teachers and Teaching: Theory and Practice, 2015
This study describes an evaluation of a theory-based trajectory for professional development called FeTiP (Feedback-Theory into Practice) that aims to have an observable effect on teacher classroom behavior. FeTiP is a multicomponent trajectory for professional development and combines several types of interventions. Its goal is to help teachers…
Descriptors: Feedback (Response), Faculty Development, Theory Practice Relationship, Teacher Behavior
McKenney, Susan; Voogt, Joke – Australasian Journal of Early Childhood, 2012
The active participation of teachers in designing classroom learning experiences contributes to teacher abilities to facilitate learning. This paper reports on a case study of one Dutch teacher designing a technology-rich learning environment for emergent literacy. Data was collected to explore the design and implementation of the learning…
Descriptors: Class Activities, Feasibility Studies, Learning Activities, Educational Technology
Bos, Floris A. B. H.; Terlouw, Cees; Pilot, Albert – Educational Research and Evaluation, 2009
In line with the cognitive theory of multimedia learning by Moreno and Mayer (2007), an interactive, multimodal learning environment was designed for the pretraining of science concepts in the joint area of physics, chemistry, biology, applied mathematics, and computer sciences. In the experimental set up, a pretest was embedded in order to…
Descriptors: Pretests Posttests, Time on Task, Multimedia Instruction, Educational Environment
Smits, Marieke H. S. B.; Boon, Jo; Sluijsmans, Dominique M. A.; van Gog, Tamara – Interactive Learning Environments, 2008
This study investigated the effectiveness of different types of feedback content (elaborate versus global) and feedback timing (immediate versus delayed) for learning genetics in a web-based learning environment as a function of learners' prior knowledge. It was hypothesized that learning outcomes of students with low prior knowledge would be…
Descriptors: Feedback (Response), Student Attitudes, Computer Assisted Instruction, Prior Learning
Pechenizkiy, Mykola; Calders, Toon; Conati, Cristina; Ventura, Sebastian; Romero, Cristobal; Stamper, John – International Working Group on Educational Data Mining, 2011
The 4th International Conference on Educational Data Mining (EDM 2011) brings together researchers from computer science, education, psychology, psychometrics, and statistics to analyze large datasets to answer educational research questions. The conference, held in Eindhoven, The Netherlands, July 6-9, 2011, follows the three previous editions…
Descriptors: Academic Achievement, Logical Thinking, Profiles, Tutoring
