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Direct linkvan den Berg, Marian; Bosker, Roel J.; Suhre, Cor J. M. – School Effectiveness and School Improvement, 2018
Classroom formative assessment (CFA) is considered to be a fundamental part of effective teaching, as it is presumed to enhance student performance. However, there is only limited empirical evidence to support this notion. In this effect study, a quasi-experiment was conducted to compare 2 conditions. In the treatment condition, 17 teachers…
Descriptors: Formative Evaluation, Instructional Effectiveness, Elementary School Mathematics, Classroom Techniques
van de Pol, Janneke; Volman, Monique; Oort, Frans; Beishuizen, Jos – Journal of the Learning Sciences, 2014
Adapting support contingently to student needs by first diagnosing their current understanding, that is, scaffolding, is considered a key aspect of excellent teaching. The use of classroom scaffolding is rare, however. We therefore investigated the benefits to teachers of a professional development program that was based upon a model of contingent…
Descriptors: Intervention, Scaffolding (Teaching Technique), Teamwork, Experimental Programs
van Schaik, Martijn; van Oers, Bert; Terwel, Jan – Journal of Vocational Education and Training, 2010
This paper addresses the composite question of whether it is better in vocational education to allow students to design their own models and guide them while doing so, or to provide them with ready-made models. To answer this question we set up a design experiment in which students were asked to work on real-life assignments, guided by teachers in…
Descriptors: Foreign Countries, Vocational Education, Workplace Learning, Simulation
