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Employee Motivation for Personal Development Plan Effectiveness
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Eisele, Lisa; Grohnert, Therese; Beausaert, Simon; Segers, Mien – European Journal of Training and Development, 2013
Purpose: This article aims to understand conditions under which personal development plans (PDPs) can effectively be implemented for professional learning. Both the organization's manner of supporting the PDP practice as well as the individual employee's motivation is taken into account. Design/ methodology/approach: A questionnaire was…
Descriptors: Foreign Countries, Employees, Motivation, Employee Attitudes
Risk-Based School Inspections in the Netherlands: A Critical Reflection on Intended Effects and Causal Mechanisms
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Ehren, M. C. M.; Honingh, M. E. – Studies in Educational Evaluation, 2011
This paper compares and contrasts the program theory of the reenacted Supervision Act to the Supervision Act of 2003. We describe how the expectations about how schools should be inspected, the effect such inspections are expected to have, and how these effects should be realized have changed over the past years as a result of changing paradigms…
Descriptors: Program Evaluation, Supervision, Program Effectiveness, Foreign Countries
Analyzing the Assumptions of a Policy Program: An Ex-Ante Evaluation of "Educational Governance" in the Netherlands
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Janssens, Frans J. G.; de Wolf, Inge F. – American Journal of Evaluation, 2009
This article demonstrates the value of theoretical ex-ante evaluation of policy programs. We show how a specific policy might not achieve its objectives and illustrate the elements of the policy, which need improvement. These conclusions are based on a reconstruction and evaluation of the theory behind a policy program that aims to increase…
Descriptors: Productivity, Governance, Educational Change, Quality Control
Implementation Effects of a Program for the Training of Coaching Skills with School Principals.
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Veenman, Simon; Visser, Yvonne; Wijkamp, Nicole – School Effectiveness and School Improvement, 1998
Discusses implementation effects of a program for training Dutch primary school principals in teacher coaching techniques. Results found a significant treatment effect for coaching skills concerned with developing autonomy (empowerment), feedback, and agreement on teacher-observation goals. Ratings from coached teachers valued coaching skills…
Descriptors: Classroom Observation Techniques, Empowerment, Feedback, Foreign Countries
On the Impact of the Dutch Educational Supervision Act: Analyzing Assumptions Concerning the Inspection of Primary Education
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Ehren, Melanie C. M.; Leeuw, Frans L.; Scheerens, Jaap – American Journal of Evaluation, 2005
This article uses a policy scientific approach to reconstruct assumptions underlying the Dutch Educational Supervision Act. We show an example of how to reconstruct and evaluate a program theory that is based on legislation of inspection. The assumptions explain how inspection leads to school improvement. Evaluation of these assumptions is used to…
Descriptors: Program Effectiveness, Elementary Education, Supervision, Educational Change
The School Principal as Coach.
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Veenman, Simon – 1996
This paper describes the preliminary findings of a training program to develop skills of Dutch primary school principals in coaching teachers for improved teaching. The major research questions addressed whether the 28 school principals who participated in the training program implemented the target coaching skills whether teachers coached by the…
Descriptors: Administrator Education, Clinical Supervision (of Teachers), Educational Administration, Elementary Education