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In this exploratory descriptive study, we use eye-tracking technology to examine teachers’ visual inspection of Curriculum-Based Measurement (CBM) progress graphs. More specifically, we examined which elements of the graph received the most visual attention from teachers, and to what extent teachers viewed graph elements in a logical sequence. We also examined whether graph inspection patterns differed for teachers with higher- vs. lower-quality graph descriptions. Participants were 17 fifth- and sixth-grade teachers. Participants described two progress graphs while their eye-movements were registered. In addition, data were collected from an expert to provide a frame of reference for interpreting the teachers’ eye-tracking data. Results revealed that, as a group, teachers devoted less visual attention to important graph elements and inspected the graph elements in a less logical sequence than did the expert, however, there was variability in teachers’ patterns of graph inspection, and this variability was linked to teachers’ abilities to describe the graphs. Directions for future studies and implications for practice are discussed.

To identify adolescents who may be at risk for adverse outcomes, we examined the extent of COVID-19-related concerns reported by adolescents and investigated which prepandemic risk and protective factors predicted these concerns during the COVID-19 pandemic. Dutch adolescents (N = 188; Mage = 13.49, SD = .81) were assessed before the pandemic and at eight and ten months into the pandemic. Results demonstrated that adolescents’ most frequently reported COVID-19-related concerns were about social activities and getting delayed in school. Adolescents that have specific vulnerabilities before the pandemic (i.e., higher stress, maladaptive coping, or internalizing problems) experience more concerns during the pandemic, stressing the importance of guiding and supporting these adolescents in order to prevent adverse developmental outcomes.

Contains fulltext : 236305.pdf (Publisher’s version ) (Open Access) Chronic stress is associated with dysregulations in the physiological stress system, resulting in diverse negative developmental outcomes. Since adolescence is a period characterized by increased stress-sensitivity, and schools are an important environment for the developing adolescent, school-based interventions promoting psychosocial functioning are of particular interest to prevent adverse outcomes. The present study therefore aimed to investigate the effectiveness of such interventions on hypothalamic pituitary adrenal-axis (i.e., cortisol) and cardiovascular (i.e., blood pressure [BP] and heart rate [HR]/heart rate variability [HRV]) parameters of stress in adolescents, and examined moderators of effectiveness. The search resulted in the inclusion of k = 9 studies for cortisol, k = 16 studies for BP, and k = 20 studies for HR/HRV. The results indicated a significant small overall effect on reducing BP, but no significant effect for HR/HRV. For cortisol, large methodological variation in the few primary studies did not allow for quantitative analyses, but a qualitative review demonstrated inconsistent results. For BP and HR/HRV, larger effects were observed for intervention programs with a mindfulness and/or meditation component, for interventions without a cognitive-behavioural component and for interventions with a higher intensity. Providing adolescents with techniques to improve indicators of physiological stress may prevent emerging mental health problems. 23 p.

This systematic review on massive open online courses (MOOCs) in higher education examinedthe research on the assessment of learning outcomes based on 65 peer-reviewed articles publishedbetween 2017 and 2019. This study aims to investigate the learning outcomes, related instruments,and assessment characteristics of these instruments in MOOCs. Learning outcomes thatwere examined in the studies that were reviewed concerned cognitive, behavioral, and affectivelearning outcomes. Twenty-five types of assessment approaches were employed to examine theseoutcomes and to identify the assessment characteristics. The results indicate that a considerationof the assessment of learning outcomes at the beginning of course design could support theformulation of explicit assessment goals and, in this way, instruct learners to work towardlearning outcomes. A combination of knowledge tests and skill tasks can be used to examinecognitive outcomes in a particular MOOC. Outcome-oriented feedback rubrics are beneficial tosupport learner essay performance and interpretations of the utilization of rubrics could betterguide providers to give peer feedback. A variety of behavioral and affective outcomes reflectmultiple aspects of participant learning in MOOCs, which might contribute to better understandingby teachers and the provision of learning support. Furthermore, assessment tasksthroughout the course may differ in difficulty and complexity, which could align with differentlevels of learner motivation. The findings provide a holistic picture of learning outcomes andrelated assessment instruments in current MOOCs. Curriculum designers and teachers couldbenefit from this study to consider appropriate learning outcome variables and instruments toapply in their MOOC practices. Future research might investigate the motivation of learners toparticipate in a MOOC and how this changes during a MOOC. This could help MOOC designersand teachers to align how learners are motivated, what they want to learn, and what they actuallydo learn.

There does not appear to be consensus on how to optimally match students during the peer feedback process: with same-ability peers (homogeneously) or different-ability peers (heterogeneously). In fact, there appears to be no empirical evidence that either homogeneous or heterogeneous student matching has any direct effect on writing performance. The current study addressed this issue in the context of an academic writing task. Adopting a quasi-experimental design, 94 undergraduate students were matched in 47 homogeneous or heterogeneous reciprocal dyads, and provided anonymous, formative peer feedback on each other’s draft essays. The relations between students’ individual ability or dyad composition, feedback quality and writing performance were investigated. Neither individual ability nor dyad composition directly related to writing performance. Also, feedback quality did not depend on students’ individual ability or dyad composition, although trends in the data suggest that high-ability reviewers provided more content-related feedback. Finally, peer feedback quality was not related to writing performance, and authors of varying ability levels benefited to a similar extent from peer feedback on different aspects of the text. The results are discussed in relation to their implications for the instructional design of academic writing assignments that incorporate peer feedback.

This paper examines how teachers with experience in teaching culturally diverse classes in Dutch secondary schools characterize their teaching practices. Based on analyses of inductive interviews with 13 teachers at three different culturally diverse schools, teaching practices have been clustered into five facets of teaching: (1) fostering the interpersonal relationship with students, (2) preventing and coping with disturbing behavior, (3) fostering social cohesion, (4) stimulating personal development and (5) supporting the learning process. Each facet of teaching was illustrated with general practices and specific examples. Teachers emphasized the interpersonal relation with students. In addition, the results indicate that teachers made different choices in how to take into account cultural differences in their teaching practices. It seems that educational goals and beliefs about diversity and integration affected their choices. The results of this study can be helpful for teacher educators to prepare their students for teaching culturally diverse classes.

Contains fulltext : 209852.pdf (Publisher’s version ) (Open Access) In dit artikel wordt beschreven hoe docenten met ervaring in onderwijs aan cultuurdiverse klassen van het voortgezet onderwijs rekening houden met de culturele diversiteit van hun leerlingen, welke onderwijsdimensies zij hierbij betrekken, hoe ze hier invulling aan geven en wat hun overwegingen daarbij zijn. Op basis van inductieve analyses van interviews met dertien docenten uit drie cultuurdiverse scholen konden de uitspraken die docenten deden, geclusterd worden tot vijf onderwijsfacetten: (1) bevorderen van de interpersoonlijke relatie met de leerling, (2) voorkomen van en omgaan met ordeverstorend gedrag, (3) bevorderen van sociale cohesie, (4) stimuleren van persoonlijke ontwikkeling en (5) ondersteunen van het leerproces. Bij elk onderwijsfacet zijn beargumenteerde onderwijspraktijken onderscheiden, aangevuld met concrete voorbeelden. De meeste nadruk legden docenten op een goede interpersoonlijke relatie met de leerlingen. Docenten gaven op verschillende manieren invulling aan deze onderwijspraktijken, waarbij onderwijsdoelen op korte of lange termijn en onderliggende opvattingen over diversiteit en integratie leken mee te spelen. Naast deze inzichten, bieden de resultaten van dit onderzoek tevens aanknopingspunten voor lerarenopleidingen om studenten voor te bereiden op onderwijs aan cultuurdiverse klassen, met name binnen het kader van professionele identiteitsontwikkeling. English abstract: This paper examines how teachers with experience in teaching culturally diverse classes in Dutch secondary schools characterize their teaching practices. Based on analyses of inductive interviews with 13 teachers at three different culturally diverse schools, teaching practices have been clustered into five facets of teaching: (1) fostering the interpersonal relationship with students, (2) preventing and coping with disturbing behavior, (3) fostering social cohesion, (4) stimulating personal development and (5) supporting the learning process. Each facet of teaching was illustrated with general practices and specific examples. Teachers emphasized the interpersonal relation with students. In addition, the results indicate that teachers made different choices in how to take into account cultural differences in their teaching practices. It seems that educational goals and beliefs about diversity and integration affected their choices. The results of this study can be helpful for teacher educators to prepare their students for teaching culturally diverse classes. 26 p.

“Een masteropleiding die scholen helpt om een transitie te realiseren, om eigentijds en toekomstgericht onderwijs te creëren.”, dat was de wens vanuit de onderwijssector. Nu, twee jaar later, studeren de eerste studenten van de Teammaster Transitie in Onderwijs met Technologie (3TO) af. Een bijzondere opleiding waarin schoolleiders én leraren samen leren en samen werken aan het creëren van toekomstgericht onderwijs in hun eigen school.

There does not appear to be consensus on how to optimally match students during the peer feedback phase: with same-ability or different-ability peers. The current study explored this issue in the context of an academic writing task. Adopting a quasi-experimental design, 94 undergraduate students provided anonymous peer feedback on each other’s draft essays. The relations between students’ ability match, feedback quality, and writing performance were investigated. Surprisingly, neither individual ability nor students’ ability match directly related to writing performance, and feedback quality did not depend on students’ ability match. Also, peer feedback quality was not related to writing performance, and authors of varying ability levels benefited to a similar extent from peer feedback on different aspects of the text.