Improving Instructional and Classroom Management Skills: Effects of a Staff Development Programme and Coaching

Roelofs, Erik; Raemaekers, Jan; Veenman, Simon

doi:10.1080/0924345910020303

Cited by 10 publications

(3 citation statements)

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“…Based on pretraining and posttraining classroom observation, these studies revealed a significant treatment effect for the time-on-task levels of the students in the multigrade classes and for the instructional and management skills of the teachers. However, no significant differences in achievement were found between the students in classes with trained multigrade teachers and the students in classes with untrained single-grade teachers (Roelofs, 1993;Roelofs, Raemaekers, & Veenman, 1991;Roelofs, Veenman, & Raemaekers, 1994;Veenman & Raemaekers, 1995).…”

Section: Veenmanmentioning

confidence: 91%

Effects of Multigrade and Multi-Age Classes Reconsidered

Veenman

1996

Review of Educational Research

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Section: Veenmanmentioning

confidence: 91%

Effects of Multigrade and Multi-Age Classes Reconsidered

Veenman

1996

Review of Educational Research

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“…In addition, a questionnaire representing the use of direct instruction was developed, based on scales used in previous studies (Roelofs, Raemaekers & Veenman, 1991;Roelofs, Veenman & Raemaekers, 1994). The resulting scale (14 items, α = 0.79) can be considered as an indicator of a transmission-oriented learning environment in which many activities, including constructing meaning, are in essence teacher-led.…”

Section: Design Of Learning Environmentsmentioning

confidence: 99%

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Roelofs¹,

Visser²,

Terwel³

2003

Learning Environments Research

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In the last ten years, a number of innovations, mainly inspired by constructivist notions of learning, have been introduced at various levels of the Dutch educational system. However, constructivist learning environments are rarely implemented. Teachers tend to stick to expository and structured learning environments. This consistent finding requires research in order to gain insight into teachers' preferences for learning environments and to determine the factors that support and impede the realization of these learning environments. Regarding the influence of social backgrounds on student learning, is it also important to take stock of parental views on learning environments. This study is focused on teachers' preferences for learning environments, their reported teaching behavior, and how these match with parents' preferences. Three parallel questionnaires were developed for teachers (n = 285), students (n = 951), and parents (n = 636) to measure preferences and behavior at different levels of education, for three types of learning environments: direct instruction; discovery learning; and authentic pedagogy. The results show that teachers often prefer direct instruction, and seldom promote discovery learning. While teachers sometimes realize authentic pedagogy, constructive learning tasks are seldom used. Teachers' reported practice and parents' preferences for their children appear to correspond reasonably. Results of multiple regression analyses show that the use of the three types of learning environments yield different predictors. For the use of discovery learning and authentic pedagogy, confidence in students' regulative skills is an important predictor. In predicting the use of direct instruction, the teacher's own conception of learning turns out to be an important predictor.

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“…Each of these explanations fall short of giving combination class teachers credit for handling, by all accounts, a highly complex and demanding learning environment that involves a wide range of students, two curriculums, two instructional presentations, two evaluation systems, and numerous scheduling and classroom management problems. Finally, we wonder just how much training combination teachers would need to improve their student achievement, given that an apparently well-developed training program used by Veenman and his colleagues (Roelofs, 1993;Roelofs, Raemaekers, & Veenman, 1991;Roelofs, Veenman, & Raemaekers, 1994;Veenman & Raemaekers, 1995) did not raise achievement above that of single-grade classes with untrained teachers.…”

Section: Explanation Of the Finding Of No Difference In Achievementmentioning

confidence: 99%