Baseline Assessment and Progress during the First Three Years at School

Tymms, Peter; Merrell, Christine; Henderson, Brian

doi:10.1076/1380-3611(200006)6:2;1-e;f105

Cited by 53 publications

(41 citation statements)

References 12 publications

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“…Moreover, characteristics at or between different levels may interact over the course of time, resulting in rather complex processes and effects which may influence instruction and learning processes and outcomes directly or indirectly (Tymms, Merrell, & Henderson, 2000). How could ICT including computer use be designed to handle this multilevel complexity and, at the same time, to optimise instructional and learning processes and results?…”

Section: Education As a Multilevel Systemmentioning

confidence: 99%

Optimising ICT effectiveness in instruction and learning: multilevel transformation theory and a pilot project in secondary education

Mooij

2004

Computers & Education

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Section: Education As a Multilevel Systemmentioning

confidence: 99%

Optimising ICT effectiveness in instruction and learning: multilevel transformation theory and a pilot project in secondary education

Mooij

2004

Computers & Education

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“…Guidelines 3.1-3.5 in Table I concern the screening of a pupil's initial or entry-level characteristics in preschool (Durkin, 1966;Mooij, 2000;Colangelo et al, 2004). The results indicate level-adequate play materials, or appropriate instructional lines and sublines, as a starting place for an individual child (Bennathan & Boxall, 1996;Lems, 1996;Tymms et al, 2000;Reynolds, 2005;Lillard, 2012). Collaborative social and didactic procedures can further stimulate pupils' prosocial learning in a small group context (Hepler, 1998;Kreijns et al, 2003;Chen, 2006;Mooij & Smeets, 2009).…”

Section: Three Conditional Dimensionsmentioning

confidence: 88%

Towards Optimal Education Including Self-Regulated Learning in Technology-Enhanced Preschools and Primary Schools

Mooij¹,

Dijkstra

Walraven³

et al. 2014

European Educational Research Journal

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At the start of preschool, four-year-old pupils differ in their development, including in their capacity to self-regulate their playing and learning. In preschool and primary school, educational processes are generally adapted to the mean age of the pupils in the class. The same may apply to pupil-monitoring systems based on information and communication technology (ICT). This normbased factor undermines the potential of ICT to support the educational differentiation needed for pupils and increases the amount of daily work for teachers. A theoretical framework is sketched in which pedagogical-didactical, organisational and ICT guidelines enhance differentiated, self-regulated playing and learning for each pupil within preschool and primary school. To develop and check such optimal education and ICT conditions in practice, a pilot and a randomised intervention study are carried out in integrated Dutch preschools/primary schools for pupils aged 4-12. Pilot results support the use of a procedure to screen each child's characteristics at the start of preschool by parents and preschool teachers, and also the immediate relevance of criterion-based and norm-based ordering ('double diagnostics') of playing and learning materials. Final attention is given to the intervention study and further development of optimal education in a European research context.

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“…As a consequence of the screening, the pupils got more immediate instmctional support than they would have received prior to this educational development (cf. also Walker et al, 1998;Knight, 1999;Tymms et al, 2000). According to the pre-school teachers, collaboradon with mfant day care centres, parents, and Youth Care Advisory Teams increased.…”

Section: Discussionmentioning

confidence: 99%

Design, Development and Implementation of Inclusive Education

Mooij

Smeets

2006

European Educational Research Journal

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In inclusive education different pupils, including pupils with spedal educational needs and high ability pupils, can be stimulated to learn according to their capacities and potentials. The research question concentrates on the design features of inclusive education that will optimally promote the motivation and learning processes and outcomes of all pupils, and how relevant changes can be developed and implemented in educational practice. A model of guidelines concerning 'multilevel contextual learning theory' was expected to aid in designing psychologically appropriate learning processes and motivating educational, organisational, and managerial characteristics and procedures for all pupils. From 2003 to 2005, a pilot in which researchers and teachers collaborated was carried out in three Dutch pre-schools. Initial findings resulted in the development of a prototype of a pedagogicaldidactic kernel or competence structure and a prototype oflntemet-based software. Using these results, the screening of children's entry characteristics by infant day care teachers, parents, and preschool teachers was developed and implemented in practice. Construction and use ofdiagnostically based instmctional, playing and learning procedures were first based on the screening results. The preschools differed much in rates of development and implementation. It is concluded that the proposed approach to the design, development and implementation of inclusive education that was applied seems promising in realising desired progress with pupils in early educational practice. However, policy and financial support are necessary to make more progress,

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Baseline Assessment and Progress during the First Three Years at School

Cited by 53 publications

References 12 publications

Optimising ICT effectiveness in instruction and learning: multilevel transformation theory and a pilot project in secondary education

Optimising ICT effectiveness in instruction and learning: multilevel transformation theory and a pilot project in secondary education

Towards Optimal Education Including Self-Regulated Learning in Technology-Enhanced Preschools and Primary Schools

Design, Development and Implementation of Inclusive Education

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