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In this study we measured the effect of COIL on intercultural competence development using a quasi-experimental design. Our sample consisted of 108 undergraduate students from two universities, one located in the Netherlands (NL) and one in the United States (US). Students’ self-reported intercultural competence was measured using a pre-post survey which included the Cultural Intelligence Scale (CQS) and Multicultural Personality Questionnaire (MPQ). Qualitative data were collected to complement our quantitative findings and to give a deeper insight into the student experience. The data showed a significantly bigger increase in intercultural competence for the US experimental group compared to the US control group, supporting our hypothesis that COIL develops intercultural competence. This difference was not observed for the NL students, possibly due to the NL control group being exposed to other international input during the course.

ispartof: Tussenadvies 4 Wetenschappelijke Curriculumcommissie status: published

Objectives Programmatic assessment attempts to facilitate learning through individual assessments designed to be of low‐stakes and used only for high‐stake decisions when aggregated. In practice, low‐stake assessments have yet to reach their potential as catalysts for learning. We explored how teachers conceptualise assessments within programmatic assessment and how they engage with learners in assessment relationships. Methods We used a constructivist grounded theory approach to explore teachers' assessment conceptualisations and assessment relationships in the context of programmatic assessment. We conducted 23 semi‐structured interviews at two different graduate‐entry medical training programmes following a purposeful sampling approach. Data collection and analysis were conducted iteratively until we reached theoretical sufficiency. We identified themes using a process of constant comparison. Results Results showed that teachers conceptualise low‐stake assessments in three different ways: to stimulate and facilitate learning; to prepare learners for the next step, and to use as feedback to gauge the teacher's own effectiveness. Teachers intended to engage in and preserve safe, yet professional and productive working relationships with learners to enable assessment for learning when securing high‐quality performance and achievement of standards. When teachers' assessment conceptualisations were more focused on accounting conceptions, this risked creating tension in the teacher‐learner assessment relationship. Teachers struggled between taking control and allowing learners' independence. Conclusions Teachers believe programmatic assessment can have a positive impact on both teaching and student learning. However, teachers' conceptualisations of low‐stake assessments are not focused solely on learning and also involve stakes for teachers. Sampling across different assessments and the introduction of progress committees were identified as important design features to support teachers and preserve the benefits of prolonged engagement in assessment relationships. These insights contribute to the design of effective implementations of programmatic assessment within the medical education context., Teachers conceptualise programmatic assessment in varied ways, as shown by Schut et al., creating tensions in teacher‐learner assessment relationships.

ispartof: pages:1-41 status: published

The relationship with students is one of the main sources of teachers’ job satisfaction throughout their career. To support veteran teachers and decrease attrition rates during the late career, more insights are necessary to understand the complex relationship between veteran teachers’ relationships with their students and their job satisfaction. In the current study, we have developed a typology of veteran teachers based on both student perceptions and teacher perceptions of teachers’ interpersonal relationships with their students and teachers’ self-reported job satisfaction. Four groups of teachers were identified: positive over-estimators and positive under-estimators refer to teachers with relatively high job satisfaction and negative under-estimators and negative realists included teachers who are relatively dissatisfied with their teaching job. Satisfied veteran teachers seem to attach importance to the quality of the teacher-student relationship, whereas unsatisfied veteran teachers also attribute their dissatisfaction to extrinsic and school-based factors such as work conditions and governmental policies. We also found differences in the extent to which veteran teachers had realistic perceptions of their relationships with students. Two types of veteran teachers, positive under-estimators and negative under-estimators, underestimated their relationships with students, whereas one type of satisfied veteran teachers overestimated this relationship (positive over-estimators). Just one type of teachers generally showed realistic self-perceptions of their relationships with students, but these teachers were generally quite dissatisfied (negative realists). Implications for supporting veteran teachers are discussed.

status: published

status: published

Contains fulltext : 196821.pdf (Publisher’s version ) (Open Access) OBJECTIVES: Within programmatic assessment, the ambition is to simultaneously optimise the feedback and the decision-making function of assessment. In this approach, individual assessments are intended to be low stakes. In practice, however, learners often perceive assessments designed to be low stakes as high stakes. In this study, we explored how learners perceive assessment stakes within programmatic assessment and which factors influence these perceptions. METHODS: Twenty-six learners were interviewed from three different countries and five different programmes, ranging from undergraduate to postgraduate medical education. The interviews explored learners' experience with and perception of assessment stakes. An open and qualitative approach to data gathering and analyses inspired by the constructivist grounded theory approach was used to analyse the data and reveal underlying mechanisms influencing learners' perceptions. RESULTS: Learners' sense of control emerged from the analysis as key for understanding learners' perception of assessment stakes. Several design factors of the assessment programme provided or hindered learners' opportunities to exercise control over the assessment experience, mainly the opportunities to influence assessment outcomes, to collect evidence and to improve. Teacher-learner relationships that were characterised by learners' autonomy and in which learners feel safe were important for learners' believed ability to exercise control and to use assessment to support their learning. CONCLUSIONS: Knowledge of the factors that influence the perception of assessment stakes can help design effective assessment programmes in which assessment supports learning. Learners' opportunities for agency, a supportive programme structure and the role of the teacher are particularly powerful mechanisms to stimulate the learning value of programmatic assessment.

In this study, we present the development and validation of an instrument for measuring teachers’ interpersonal self-efficacy: the Questionnaire on Teacher Interaction-Self-Efficacy (QTI-SE). We used the Questionnaire on Teacher Interaction as a basis to construct items. Current scales on teacher self-efficacy in classroom management cover interpersonal self-efficacy mostly indirect or they specifically focus on the efficacy to convey relatively high levels of teacher agency (e.g., the teacher’s ability to maintain or restore classroom discipline). The QTI-SE is an instrument measuring teachers’ interpersonal self-efficacy more comprehensively and in a reliable and valid way.

The quality of teacher–student relationships is important for teachers' well-being in schools. In this interview study we investigated which cognitions comprise secondary school teachers' self- and student schema in positive and problematic teacher–student relationships. Frequency analyses of these cognitions showed that especially student schema differed in teachers' talk of positive and problematic relationships. When combining cognitions of the self- and student schema, a HOMALS analysis revealed two types of positive and two types of problematic relationships. Differences between novices and experienced teachers were apparent for positive relationships. These findings raise questions about teachers' attributions for the quality of teacher–student relationships.

The first-year grade point average (FYGPA) is the predominant measure of student success in most studies on university admission. Previous cognitive achievements measured with high school grades or standardized tests have been found to be the strongest predictors of FYGPA. For this reason, standardized tests measuring cognitive achievement are widely used as a tool for selective admission to higher education. The FYGPA, however, measures many markedly different aspects of student success. In this article it is shown that when the FYGPA is divided into averages that reflect performance on different types of goals, the predictive value of previous cognitive achievement differs significantly between these disentangled averages. It is therefore important to distinguish between different types of goals when considering what student success is, and which students should be admitted to particular university programmes.

Teacher–student relationships develop from real-time teacher–student interactions. These real-time interactions can be characterized by interpersonal content, structure, and complementarity. We studied how teacher–student interactions measured in terms of these characteristics differed for two teachers with distinct teacher–student relationships. A computer joystick device enabled us to measure teacher and student interpersonal behavior as a two-dimensional construct, a blend of Agency and Communion. Our results indicated that interpersonal content and complementarity discriminated between teachers, and that interpersonal structure did not. Measuring these characteristics seems promising to understand differences in teacher–student relationships.

Background: Although the teacher-student relationship is a well-documented phenomenon, few attempts have been made to identify its predictors. Research has mainly focused on in-service teachers, less is known about characteristics of pre-service teachers in relation to the teacher-student relationship. Aims: The purpose of this study was to identify the predictors of pre-service secondary teachers' relationships with their students. It was hypothesized that friendliness and extraversion, self-efficacy in classroom management and in student engagement, and various discipline strategies would contribute to the teacher-student relationship in terms of influence and affiliation. Sample: A total of 120 pre-service teachers in teacher education programmes participated. Method: Data on pre-service teachers' background (e.g., gender and age), personality traits, and self-efficacy were gathered with teacher questionnaires; data on teachers' discipline strategies and the teacher-student relationship with student questionnaires. Results: The two personality traits and self-efficacy appeared not to be related to the teacher-student relationship in terms of affiliation or influence. However, significant relationships were found between the different discipline strategies and the teacher-student relationship in terms of influence and affiliation. There were differential effects for gender on the relationship between discipline strategies on the one hand and influence and affiliation on the other. Conclusion: This study provides relevant new insights into the research fields of classroom management and interpersonal relationships in education. It contributes to our understanding of discipline strategies by fine tuning an existing instrument and revealing interesting connections with the teacher-student relationship. Specific gender effects on this connection are discussed, as are implications for practice. © 2013 The British Psychological Society.

We studied the development of teacher-student relationships and teachers' job satisfaction throughout the careers of four veteran teachers who retained high job satisfaction. Teacher data gathered with the narrative-biographical method were compared with students' perceptions of the teacher-student relationships, using the Questionnaire on Teacher Interaction. Teachers' job satisfaction appeared positively related to the self-reported quality of the teacher-student relationships. Positive retrospective teacher perceptions did not always coincide with positive student perceptions. It appeared that teachers may have positive job satisfaction despite, in the eyes of the students, a poor teacher-student relationship. © 2013 Elsevier Ltd.

Background:A reported problem with e-learning is sustaining students’ motivation. We propose a framework explaining to what extent an e-learning task is motivating. This framework includes students’ perceived Value of the task, Competence in executing the task, Autonomy over how to carry out the task, and Relatedness.Methods:To test this framework, students generated items in an online environment and answered questions developed by their fellow students. Motivation was measured by analyzing engagement with the task, with an open-ended questionnaire about engagement, and with the motivated strategies for learning questionnaire (MSLQ).Results:Students developed 59 questions and answered 1776 times on the questions. Differences between students who did or did not engage in the task are explained by the degree of self-regulation, time management, and effort regulation students report. There was a significant relationship between student engagement and achievement after controlling for previous academic achievement.Conclusions:This study proposes a way of explaining the motivational value of an e-learning task by looking at students’ perceived competence, autonomy, value of the task, and relatedness. Student-generated items are considered of high task value, and help to perceive relatedness between students. With the right instruction, students feel competent to engage in the task. published

Students in many teacher education programmes experience confusion about portfolios. This study investigated whether using an analogy in the introduction of a portfolio helps teacher education students understand both the purpose of a portfolio and how to compile it. It was also investigated whether these students' understanding correlates with their appreciation of portfolios. In the analogy, portfolios were compared with job application letters, curricula vitae and the references that are common in selection procedures for new employees. This analogy was helpful in promoting students' understanding. Their understanding correlated with their appreciation of this instrument. © 2007 Elsevier Ltd. All rights reserved.