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Direct linkRobbers, Eric; Donche, Vincent; De Maeyer, Sven; Van Petegem, Peter – Research Papers in Education, 2018
Research shows that learning conceptions are susceptible to change during possible critical transitions in students' school careers: such as the transition from primary to secondary education and the transition from secondary to higher education. This study aims to determine whether students' learning conceptions developed during the four years of…
Descriptors: Elementary School Students, Secondary School Students, Longitudinal Studies, Change
Hornstra, Lisette; van der Veen, Ineke; Peetsma, Thea – High Ability Studies, 2017
This study focused on effects of high-ability programs on students' achievement emotions, i.e. emotions that students experience that are associated with achievement activities. Participants were students in grade 4-6 of primary education: 218 students attended full-time high-ability programs, 245 attended part-time high-ability programs (i.e.…
Descriptors: Psychological Patterns, Elementary School Students, Special Education, Gifted
Timmermans, Anneke C.; Kuyper, Hans; Werf, Greetje – British Journal of Educational Psychology, 2015
Background: In several tracked educational systems, realizing optimal placements in classes in the first year of secondary education depends on the accuracy of teacher expectations. Aims: The aim of this study was to investigate between-teacher differences in their expectations regarding the academic aptitude of their students. Sample: The sample…
Descriptors: Foreign Countries, Teacher Expectations of Students, Accuracy, Bias
Faber, Janke M.; Glas, Cees A. W.; Visscher, Adrie J. – School Effectiveness and School Improvement, 2018
In this study, the relationship between differentiated instruction, as an element of data-based decision making, and student achievement was examined. Classroom observations (n = 144) were used to measure teachers' differentiated instruction practices and to predict the mathematical achievement of 2nd- and 5th-grade students (n = 953). The…
Descriptors: Individualized Instruction, Data, Decision Making, Academic Achievement
Netten, Andrea; Luyten, Hans; Droop, Mienke; Verhoeven, Ludo – Journal of Research in Reading, 2016
This study examined how linguistic and sociocultural diversity have an impact on the reading literacy outcomes of a representative sample of 3,549 first-language (L1) and 208 second-language (L2) fourth-grade students in the Netherlands. A multilevel modelling analysis was conducted using Progress in International Reading Literacy Study 2006 data…
Descriptors: Cultural Pluralism, Native Language, Second Language Learning, Grade 4
Timmermans, Anneke C.; de Boer, Hester; van der Werf, Margaretha P. C. – Social Psychology of Education: An International Journal, 2016
Little is known about factors other than students' abilities and background variables that shape teachers' achievement expectations. This study was aimed at investigating the role of teachers' perceptions of students attributes (working habits, popularity, self-confidence, student--teacher relationships, and classroom behavior) in shaping…
Descriptors: Teacher Attitudes, Teacher Expectations of Students, Foreign Countries, Primary Education
de Kock, Willem D.; Harskamp, Egbert G. – Educational Research and Evaluation, 2014
Teachers in primary education experience difficulties in teaching word problem solving in their mathematics classes. However, during controlled experiments with a metacognitive computer programme, students' problem-solving skills improved. Also without the supervision of researchers, metacognitive computer programmes can be beneficial in a natural…
Descriptors: Elementary School Teachers, Metacognition, Problem Solving, Word Problems (Mathematics)
