0000000000256286
AUTHOR
Peter Sleegers
Recurrence Quantification Analysis as a Methodological Innovation for School Improvement Research
Contains fulltext : 240653.pdf (Publisher’s version ) (Closed access) School improvement and educational change can be facilitated by learning through reflection, as this allows teachers to discover ways to develop and adapt to change. Higher levels of engagement in reflection have been found to be beneficial, but it is unclear from which everyday routine in engagement in reflection higher levels arise, and thus whether occasions to make knowledge explicit should be organized with a certain constancy. In this study, we therefore used a conceptualization of teacher learning through reflection as a situated and dynamic process in which available environmental information, learning activities,…
Peer ethnicity and achievement: a meta-analysis into the compositional effect
This study reports a meta-analysis on the effects of ethnic minority share in school on achievement test scores. Best evidence from the studies that have appeared thus far on this topic shows that these compositional effects appear small in general, but may be larger when the ethnic minority group is African Americans in the USA, than when the minority group consists of immigrants. A high share of students from an ethnic minority group seems to affect the achievement from students belonging to the same ethnic group more, than the achievement of students belonging to the ethnic majority or to other ethnic minority groups. Effects of the share of immigrants on test scores of ethnic majority s…
Towards Sustaining Levels of Reflective Learning: How Do Transformational Leadership, Task Interdependence, and Self-Efficacy Shape Teacher Learning in Schools?
Whereas cross-sectional research has shown that transformational leadership, task interdependence, and self-efficacy are positively related to teachers’ engagement in reflective learning activities, the causal direction of these relations needs further inquiry. At the same time, individual teacher learning might play a mutual role in strengthening school-level capacity for sustained improvement. Building on previous research, this longitudinal study therefore examines how transformational leadership, task interdependence, self-efficacy, and teachers’ engagement in self-reflection mutually affect each other over time. Questionnaire data gathered on three measurement occasions from 655 Dutch …
Fostering sustained teacher learning: a longitudinal assessment of the influence of vision building and goal interdependence on information sharing
To support school improvement, understanding the mechanisms that enhance teachers’ engagement in professional learning activities within schools over time is paramount. The purpose of this three-wave longitudinal study is to examine the role of workplace conditions (school leaders’ vision building and teams’ shared goals), in supporting teachers’ engagement in information sharing over time. To test the directionality of the relationships between the concepts, we analyzed survey data from 655 vocational education and training teachers in the Netherlands using a cross-lagged panel model. Results suggest that teachers’ engagement in information sharing remains stable over time, and the results…
The effect of peer socioeconomic status on student achievement: a meta-analysis
Previous studies on the effects on students’ test scores of their peers’ socioeconomic status (SES) have reported varying results. In order to understand why researchers have alternately found small effects, large effects, or no effects at all, a meta-regression analysis including an extensive database of 30 studies on the topic was conducted. Results show that the size of the compositional effect that researchers find is strongly related to how they measure SES and to their choice of model. Measuring SES dichotomously (e.g. free lunch eligibility) or including several average SES variables in one model leads to smaller effect estimates than using a thoroughly constructed composite that inc…