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Effects of a Strategy-Focused Instructional Program on the Writing Quality of Upper Elementary Students in the Netherlands
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Bouwer, Renske; Koster, Monica; van den Bergh, Huub – Journal of Educational Psychology, 2018
In this study, the authors tested the effects of Tekster [Texter], a comprehensive strategy-focused writing instruction program, using a switching replication design with three measurement occassions. The program was implemented by fourth, fifth, and sixth grade teachers (N = 76) in 60 general education classrooms in the Netherlands. Students (n =…
Descriptors: Foreign Countries, Teaching Methods, Writing Skills, Writing Instruction
The Effects of Group-Based Mastery Learning on Language and Arithmetic Achievement and Attitudes in Primary Education in the Netherlands.
Reezigt, Gerry J.; Weide, Marga G. – 1990
As part of an educational reform in the Netherlands, teachers were required to implement models of adaptive instruction, including group-based mastery learning. It was expected that mastery learning would raise achievement and reduce differences in achievement among children of different social classes and between girls and boys. In 1987, students…
Descriptors: Academic Achievement, Achievement Gains, Dutch, Elementary School Students