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Teacher Research in Dutch Professional Development Schools: Perceptions of the Actual and Preferred Situation in Terms of the Context, Process and Outcomes of Research
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Vrijnsen-de Corte, Marjan; den Brok, Perry; Kamp, Marcel; Bergen, Theo – European Journal of Teacher Education, 2013
This study aims to provide deeper insight into participants' (e.g. school principals, teachers and student teachers) perceptions of the actual and preferred situation in terms of the context, process and outcomes of practice-based research through teachers-as-researchers at Dutch professional development schools. We interviewed eight school…
Descriptors: Professional Development Schools, Foreign Countries, Professional Development, Principals
Professional Development Schools and Early Childhood Education: Interactive Skills of Students, Playgroup and Kindergarten Teachers
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de Roos, Simone A.; van der Heijden, Monique H. R. M. A.; Gorter, Ruud J. – European Early Childhood Education Research Journal, 2010
This study examines professional development activities for students and teachers in two Dutch professional development schools (PDSs). The PDSs consist of a partnership between the kindergarten classes of the elementary school and accompanying playgroup (with children aged 4-6 and 2.6-4, respectively), a teacher's training college and a research…
Descriptors: Professional Development Schools, Early Childhood Education, Rating Scales, Kindergarten