Zobrazeno 1 - 10
of 22
pro vyhledávání: '"Siebrich de Vries"'
Publikováno v:
Frontiers in Education, Vol 9 (2024)
As a central objective, problem-solving skills are important in the mathematics curricula of many countries. However, such skills tend to receive limited and rarely systematic attention in mathematics lessons, including in the Netherlands. To address
Externí odkaz:
https://doaj.org/article/b1c30d7d9371415c97885b0b199904a0
Publikováno v:
Classroom Discourse. :1-20
Autor:
Selia Neeske van den Boom-Muilenburg, Siebrich de Vries, Klaas van Veen, Cindy Poortman, Kim Schildkamp
Publikováno v:
Educational research, 64(3), 295-316. Routledge
Educational research, 64(3), 295-316. ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Educational research, 64(3), 295-316. ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Background: The continual improvement of teaching and learningis vital for schools in order to meet the rapid changes in the worldaround us. Lesson study is considered a valuable professionaldevelopment approach in that regard. It is focused on teach
Publikováno v:
Research papers in education, 37(6), 1020-1041. Taylor & Francis
Research Papers in Education, 37(6), 1020-1041. ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Research Papers in Education, 37(6), 1020-1041. ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
This study examines which school factors schools report influence their (dis)continuation of lesson study, a professional development initiative, and how after a four-year, cross-school lesson study project ends. To examine this, the framework on thr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::698bb62ea0889265e4d623be32afecde
https://research.utwente.nl/en/publications/85199939-6352-4279-a383-f90ee60624d6
https://research.utwente.nl/en/publications/85199939-6352-4279-a383-f90ee60624d6
Publikováno v:
Teaching and Teacher Education, 119:103831. PERGAMON-ELSEVIER SCIENCE LTD
Teaching and Teacher Education, 119:103831, 1-13. Elsevier Limited
Uffen, I, de Vries, S, Goei, S L, van Veen, K & Verhoef, N 2022, ' Understanding teacher learning in lesson study through a cultural–historical activity theory lens ', Teaching and Teacher Education, vol. 119, 103831, pp. 1-13 . https://doi.org/10.1016/j.tate.2022.103831
Teaching and Teacher Education, 119:103831, 1-13. Elsevier Limited
Uffen, I, de Vries, S, Goei, S L, van Veen, K & Verhoef, N 2022, ' Understanding teacher learning in lesson study through a cultural–historical activity theory lens ', Teaching and Teacher Education, vol. 119, 103831, pp. 1-13 . https://doi.org/10.1016/j.tate.2022.103831
Although lesson study (LS) is widely considered a promising approach to teachers' professional development, the variation in teacher learning in LS is not yet well understood. Using a cultural–historical activity theory lens, we identify aspects of
Autor:
Selia Neeske van den Boom Muilenburg, Cindy Louise Poortman, Kim Schildkamp, Klaas van Veen, Siebrich de Vries
Publikováno v:
International journal of leadership in education. Routledge
The way in which school leaders implement professional learning communities (PLCs) is important for realizing sustainable school improvement. The assumption is that school leaders act based on their interpretation of the PLC, which is based on their
Autor:
Siebrich de Vries, Tom Coenen, Wouter R. van Joolingen, Anne Khaled, Floortje Goettsch, Sjors G. J. G. In ‘t Veld, Tijmen Schipper, Sui Lin Goei
Publikováno v:
International Journal for Lesson and Learning Studies, 10(2), 217-229. Emerald
International Journal for Lesson and Learning Studies, 10(2), 217-229. Emerald Group Publishing Ltd.
International Journal for Lesson & Learning Studies, 10(2), 217-229. Emerald Group Publishing Limited
Goei, S L, van Joolingen, W R, Goettsch, F, Khaled, A, Coenen, T, In ’t Veld, S G J G, de Vries, S & Schipper, T M 2021, ' Online lesson study: virtual teaming in a new normal ', International Journal for Lesson and Learning Studies, vol. 10, no. 2, pp. 217-229 . https://doi.org/10.1108/IJLLS-09-2020-0078
International Journal for Lesson and Learning Studies, 10(2), 217-229. Emerald Group Publishing Ltd.
International Journal for Lesson & Learning Studies, 10(2), 217-229. Emerald Group Publishing Limited
Goei, S L, van Joolingen, W R, Goettsch, F, Khaled, A, Coenen, T, In ’t Veld, S G J G, de Vries, S & Schipper, T M 2021, ' Online lesson study: virtual teaming in a new normal ', International Journal for Lesson and Learning Studies, vol. 10, no. 2, pp. 217-229 . https://doi.org/10.1108/IJLLS-09-2020-0078
PurposeThe purpose of this study is to explore how lesson study (LS) can be transitioned to an online mode, with the purpose to derive recommendations for performing online LS while being loyal to the defining elements of a face-to-face LS.Design/met
Publikováno v:
Linguistics and Education, 69:101037
This study investigates how classroom interaction unfolds following an opinion-seeking question asked by teachers or students. By using conversation analysis as a research method, the authors found that to an opinion-seeking question the preferred re
Publikováno v:
Teaching and Teacher Education, 113:103656. PERGAMON-ELSEVIER SCIENCE LTD
In the current study on noticing as reasoning of Lesson Study (LS)-teams in initial teacher education (ITE), we analyzed the reasoning two mixed LS-teams set up about pupils' subject-related learning of. Both teams consisted of a student teacher and
Publikováno v:
Schipper, T M, de Vries, S, Goei, S L & van Veen, K 2020, ' Promoting a professional school culture through lesson study? An examination of school culture, school conditions, and teacher self-efficacy ', Professional Development in Education, vol. 46, no. 1, pp. 112-129 . https://doi.org/10.1080/19415257.2019.1634627
Professional Development in Education, 46(1), 112-129. Routledge
Professional Development in Education, 46(1), 112-129. Routledge
Professional school cultures, which can be characterized by teachers who take an inquiry stance and in which exchanging knowledge and collaboratively developing classroom material is common practice, receive increasing attention. However, teachers in