0000000000374216
AUTHOR
Esther Canrinus
showing 10 related works from this author
The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a…
2019
This meta-analytic review examines the relationships between students' sense of school belonging and students' motivational, social-emotional, behavioural, and academic functioning in secondary education. Moreover, it examines to what extent these relationships differ between different student groups (grade level, SES), measurement instruments, and region. The meta-analysis included 82 correlational studies, published in peer-reviewed journals between 2000 and 2018. Results revealed, on average, a small positive correlation with academic achievement, and small to moderate positive correlations with motivational outcomes such as mastery goal orientations; with social-emotional outcomes such …
Opportunities to Study, Practice, and Rehearse Teaching in Teacher Preparation: An International Perspective
2020
BackgroundAround the world, policy makers and teacher educators are paying increasing attention to how teacher candidates learn to study and enact teaching and to grounding preparation more deeply in teachers’ classroom practice. Evidence from the United States and the Netherlands suggests that efforts to tie preparation to practice may significantly impact pupils’ learning. However, the nature of teacher candidates’ opportunities to study, practice, and rehearse teaching remains underexplored, especially in international studies.PurposeOur research analyzes opportunities to study, practice, and rehearse teaching in teacher education coursework in five different programs in five countries. …
A capital framework for professional learning and practice
2020
Abstract Efforts to improve teaching and learning in general are leading to wide variability in outcomes in different countries and areas, with similar investments and reforms focusing on the instrumental side of professional learning. A rapidly growing research literature has suggested the important role of social connectivity in the success of individual and organizational change and development. This paper draws on theories of human capital, social capital, social network, emotional capital, and research literature in this space to illuminate some of the complex components as related to professional learning.
Opportunities to enact practice in campus courses: Taking a student perspective
2018
The aim of this article is to explore similarities and differences in teacher candidates’ perceptions of their opportunities to enact practice in university courses in five teacher education programmes, located in Norway, Finland, USA, Cuba, and Chile. Paper and pencil surveys were distributed among candidates (N = 488) to measure their perception of their opportunities to enact practice in campus courses. Across programmes, the students report the least opportunity to examine transcripts of classroom talk or student discussions. They report the most opportunity to talk about their field placement and to plan for their teaching. Using Analysis of Variance, differences between the programmes…
Diversity in Coherence : Strengths and Opportunities of Three Programs
2017
Author's accepted version (post-print). Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been workin…
Preservice teachers’ perspectives about coherence in their teacher education program
2019
While different countries have inherited different methods of teacher preparation, all countries aim for coherent programs, i.e. university-based courses are aligned with classroom practice. Yet, m...
Perceived classroom goal structures as predictors of students’ personal goals
2020
This study focused on the question of how to enhance a mastery-goal orientation in the classroom. We started from the perspective of the achievement goal theory, which assumes that the goals that students have (personal goals) relate to the goals that are set in the classroom (classroom goal structures). In classrooms where teachers focus on learning and effort -instead of normative standards and social comparison- mastery goals are enhanced. This type of classroom can be endorsed by focusing on the following classroom structures: Task design, Autonomy, Recognition, Grouping, Evaluation, and Time (TARGET). The present study investigated how classroom goal structures as perceived by students…
Activating the implementers: The role of organizational expectations, teacher beliefs, and motivation in bringing about reform
2019
Abstract Internationally the research community has been seeking a deeper understanding about how to shape the work of educators over decades of educational reforms. This study attempts to contribute to this understanding by answering: “What motivates educators to implement the Common Core State Standards (CCSS)?” Using data from all school educators in one highly diverse school district in California and structural equation modeling to investigate the relationships between teachers' CCSS-related action and associated organizational and individual factors, findings suggest both organizational (expectation) and intrinsic (motivations and beliefs) factors are directly and indirectly influenci…
The relationship between teachers' work motivation and classroom goal orientation
2018
We investigated the relationship between teachers’ work motivation and their self-reported endorsement of mastery goals - i.e. goals focusing on learning and effort-, instead of performance goals - i.e. goals focusing on competition-, in the classroom. 154 secondary school teachers in the Netherlands completed a questionnaire on background characteristics, work motivation, and classroom goal structures. We found that teachers with higher levels of autonomous motivation, scored high on their self-reported endorsement of mastery goals. Controlled motivation was a significant predictor of performance goals, but not of mastery goals. In contrast, autonomous motivation was found to be a small ye…
Evaluation of the behavioral and affective outcomes of novice teachers working in professional development schools versus non-professional developmen…
2018
Abstract The purpose of this study was to evaluate the outcomes of teacher preparation based in Professional Development Schools (PDSs) in secondary education in The Netherlands over a period of three years. Approximately 150 teachers in non-PDSs were compared with 50 teachers in PDSs with declining response rates. Classroom observation ratings and student perceptions of PDS teachers in the second year were higher compared to non-PDS teachers. PDS teachers reported higher levels of teacher efficacy in each year. PDS-based teachers evaluated their teacher preparation and their learning opportunities significantly more positively compared to non-PDS-based teachers. Even though the sample size…