Towards a conceptual framework of adaptivity in face-to-face-interaction

Autor: Janneke van de Pol, Marije van Braak, Helena J. M. Pennings, Sabine van Vondel, Henderien Steenbeek, Sanne Akkerman

Publikováno v: Annals of the International Communication Association, 1-20. Routledge
STARTPAGE=1;ENDPAGE=20;ISSN=2380-8977;TITLE=Annals of the International Communication Association
Annals of the International Communication Association, 47(1), 1-19. Routledge
Annals of the International Communication Association, 47(1), 1-19

The pervasive phenomenon of adaptivity in face-to-face interaction is described inconsistently, using numerous concepts (e.g. alignment/attunement/complementarity/imitation/reciprocity/scaffolding/synchrony), impeding the streamlining of adaptivity r

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ac02de689bf2cbe97d6996c6fcc874de
https://doi.org/10.1080/23808985.2022.2130809

The questionnaire on teacher support adaptivity (QTSA)

Autor: Janneke van de Pol, Nicky de Vries, Astrid M.G Poorthuis, Tim Mainhard

Publikováno v: van de Pol, J, de Vries, N, Poorthuis, A & Mainhard, T 2022, ' The Questionnaire on Teacher Support Adaptivity (QTSA): Reliability and Validity of Student Perceptions ', The Journal of Experimental Education . https://doi.org/10.1080/00220973.2022.2100732
The Journal of Experimental Education. Routledge
The Journal of Experimental Education, 1-33. Informa UK Limited
STARTPAGE=1;ENDPAGE=33;TITLE=The Journal of Experimental Education

Adaptive teacher support (i.e., support that is tailored to students’ understanding) is considered crucial for students’ learning. Previous research examined support adaptivity mostly in small-scale, observational studies without distinguishing b

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::19dcdc44faa8187b860ea4de2a0ee2dd
https://hdl.handle.net/1887/3515043

Corrigendum to 'The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension' [Teaching and Teacher Education 104 (2021) 103386]

Autor: Tamara van Gog, Janneke van de Pol, Keith W. Thiede

Publikováno v: Teaching and Teacher Education. 107:103483

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::6f53626b47ad396dabd809423b67255b
https://doi.org/10.1016/j.tate.2021.103483

Guiding classroom discussions for democratic citizenship education

Autor: Jaap Schuitema, Hester Radstake, Janneke van de Pol, Wiel Veugelers

Publikováno v: Educational Studies, 44(4), 377-407. Routledge

Classroom discussion is frequently proposes as an essential part of democratic citizenship education. Literature, however, pays little attention to what kind of discussion is most effective and how teachers can facilitate a discussion. This study aim

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5697741dc0bdb56e90f060b26d8442c1
https://dare.uva.nl/personal/pure/en/publications/guiding-classroom-discussions-for-democratic-citizenship-education(5690aba8-c331-472c-b464-34e851b12b59).html

Promoting teacher scaffolding in small-group work: A contingency perspective

Autor: Jos Beishuizen, Monique Volman, Janneke van de Pol

Publikováno v: Teaching and Teacher Education, 28(2), 193-205. Elsevier Limited
Teaching and Teacher Education, 28(2), 193-205. Elsevier
van de Pol, J E, Volman, M L L & Beishuizen, J J 2012, ' Promoting teacher scaffolding in small-group work: A contingency perspective ', Teaching and Teacher Education, vol. 28, no. 2, pp. 193-205 . https://doi.org/10.1016/j.tate.2011.09.009

Given the scarcity of scaffolding in classrooms, we developed a professional development program (PDP) focusing on scaffolding. The PDP was based on a model of contingent teaching consisting of three steps: diagnostic strategies, checking the diagnos

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::29e0450c959292d7f984939a1b78fef7
https://research.vu.nl/en/publications/2b462831-32cd-45fd-b60b-4bcffacbcf77