Research Peter Van Petegem

Abstract

IMP>ACT aims to better understand and provide recommendations on how to measure what learners actually learn in sustainability and climate change education (SCCE). Central to achieving this goal is the development and validation of the IMP>ACT assessment framework for users in policy and practice. SCCE is still relatively new in the EU context. There is still a lack of understanding of what effective SCCE looks like and how its impact can be measured. As a result, an evidence base to inform decisions for further development of programs and policies is still lacking. Existing evidence is scattered across scientific fields and societal actors, often resulting in underutilised feedback loops between monitoring, evaluation and implementation. These gaps hinder effective policy making and achievement of SCCE learning outcomes. At the core of the IMP>ACT assessment framework are the concepts of action competence (key observable learning outcome of SCCE) and action-orientation (key qualities of teaching, driving learning in SCCE). IMP>ACT will design and validate the framework in a user-centred, iterative approach through small-scale interventions, followed by six large-scale case studies, selected to cover the lifelong learning scope of SCCE. IMP>ACT brings together an interdisciplinary consortium with partners from SCCE research, policy and practice. In each country a national stakeholder group (35 committed organisations) actively co-develops and validates the IMP>ACT assessment framework, contributing to its validity and viability beyond the project lifetime. The IMP>ACT assessment framework will allow designers and implementers of SCCE policies, curricula and practices to collect information on the impact they achieve, and as such drive improved feedback loops between research, policy and practice. This ensures that SCCE materials, tools, interventions, and curricula stay relevant, and leads to evidence-based quality improvement of SCCE policies and practices.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In an era of constant change and threats from political conflicts, viruses and climate change, humanity is challenged in numerous ways. Children are among the most seriously impacted from these adverse conditions, due to their youthfulness and lack of social power. Many seek refuge or migrate to European countries, hoping for a better future. Yet, often their struggle continues, facing difficulties at school, within peer community and their broader social circle. Music has proven to act as a powerful tool to stimulate empowerment, and social bonding. The aim of this PhD research is to grow as an artist-educator through the development of research-based practices that use the "power of music" to have a meaningful social impact. The starting point is the idea that the integration of joint music making moving together, can help to build resilience. The focus lies on the role of bodily movement in music education for heterogenous groups of local, newly arrived immigrant and refugee children. The driving questions are: What artistic and educational competences are needed to design empowering movement based music activities? What is the role of co-creation in a child-centered methodology? How can the participatory design of such activities be used to promote resilience? By developing a solid artistic-pedagogical framework the researcher aims to investigate the potential of the participatory aspect in designing movement-based musical activities to promote resilience of a diversity of children. To achieve this, the designed workshops will promote a safe space for the children to express their interests in music, welcome their musical memories and teach them to approach the multiplicity of sound and movement with an open mind. The workshops will include activities such as collective improvisation, body percussion, instant composing, graphic scores, soundwalks and LBMS (Laban Bartenieff Movement System) inspired movement exercises.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

How can secondary school students learn to reflect about science? A widening gap between scientific consensus and public opinion on topics such as climate change, vaccine safety or evolution, makes this question ever so relevant. Misconceptions about science contribute to the skepticism towards scientific knowledge and the rise of fake news. Science education can play a key role to turn the tide. The question is which classroom approach is effective. This PhD-project focuses on what the effect may be of allowing students to participate in dialogues about science. Because learning science is more than grasping scientific ideas such as evolution or the molecular structure of a virus. It also entails learning about the building processes of scientific knowledge. This knowledge about science is known as 'Nature of science' (NOS). A dialogue-based approach is poorly implemented or studied in NOS education. In particular, a dialogue technique from the field of humanities seems an interesting instrument to stimulate reflection about NOS in this context: the philosophical dialogue. This teaching method helps students reflect about big questions and clarify the meaning of concepts. The aim of this PhD project is to investigate and evaluate the effect of the implementation of philosophical dialogues on the NOS understanding of third grade secondary school students. First, the current didactic practices with regard to NOS in secondary science education are charted through a document study and teacher interviews. Then, a systematic literature review allows categorizing and analyzing current approaches towards NOS education. These steps will allow formulating the conditions for implementing dialogue-based NOS education in the scienceclass. Lastly, a quasi-experimental intervention study will allow introducing the philosophical dialogues about NOS in secondary school classes. This explorative study will allow measuring the effect of the intervention on the NOS understanding of students. Thus, the study increases our understanding of the impact of dialogue-based NOS-education. This longitudinal study is unique in its combination of two different didactic paradigms in the field of humanities and science didactics. The study allows studying and evaluating a new didactic approach and sharing the findings in the research community. In turn, the study can contribute to empower students in recognizing and debunking fake news about science.

Researcher(s)

• Promoter: De Schrijver Jelle
• Co-promoter: Pinxten Annie
• Co-promoter: Van Petegem Peter

Research team(s)

• Didactica

Project type(s)

• Research Project

Abstract

TIMSS is an international comparative study on the achievement for science and mathematics of pupils in the fourth grade. The data collection takes place in a representative sample and the results will be the basis for policy recommendations. We focus on (1) achievement of Flemish pupils, (2) explain differences based on pupil, class and school characteristics, (3) compare with other participating countries and (4) trends in the achievement of Flemish pupils over time.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: De Maeyer Sven

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project

Abstract

There is no denying that sustainability and climate issues are high on the agendas of researchers and policy makers. This includes attention to educational initiatives that aim to prepare current and future generations for the challenges brought on by sustainability issues. Education for Sustainable Development is put forward as an educational approach capable of taking on this challenging task (UNESCO, 2017; Olsson et al., 2022). Duurzaam Educatiepunt, is the centre of expertise for sustainability education of the Flemish Department of Environment. It wants to support higher education, primary, and secondary schools in their efforts regarding Nature and Environmental Education, or Education for Sustainable Development. This support involves three programmes: the Nature and Environment programme (NME), Environment at School (MOS), and Ecocampus (higher education). The NME-programme focuses on educational partners such as Centres for nature and environment, organisations for nature and environment, and education actors. MOS aims to support schools in their efforts to develop a sustainable environment for learning and living that includes cooperation between students, the school team, and the broader school network. Finally, Ecocampus wants to be a hub for higher education concerning initiatives to integrate sustainability in their teaching and training. In order to optimise these support programmes for Nature and Environmental Education and Education for Sustainable Development, HIVA-KULeuven, the University of Antwerp, and Utrecht University were asked to assess Duurzaam Educatiepunt's programmes. The aim is to investigate to what extent these educational programmes are in line with the specific needs of the users.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Education for sustainable development (ESD) plays a key role in achieving the European ambitions within the Green Deal and beyond. ESD aims to empower learners with the competences necessary to achieving a better future for all, contributing to solutions for social, economic and ecologic issues. Building on European references framework like the 'Lifelong Learning Competences' and the 'Green Competences', recent scholarly work has identified the concept of action competence as central to ESD. Action competence can, as such, be a foundation for citizens to tackle wicked problems that characterize sustainability. Consensus among academics and societal stakeholders is that ESD, and its key pedagogical principles (holism, pluralism and action orientation) have the potential to facilitate learners' development of action competence. Evidence is building to support such claims, but it remains unclear under which conditions ESD is effective for who. Building on results and data from existing research, the DEESD project will focus on the complex issue of differential educational effectiveness in ESD in terms of achieving action competence in learners at schools. Secondary analyses using large scale data sets, and within the ethical constraints of those data, will be performed to address the central question 'what works for who in ESD'? Guiding questions concern the relation between configurations of ESD's pedagogical principles on the one hand and configurations of students' action competence on the other. The results will contribute to identifying effective strategies for facilitating the development of action competence of diverse target groups within formal education, and tailor ESD to the needs of learners. These insights pave the way for contributing to Horizon Europe ambitions of addressing global challenges in the fields of climate, energy, mobility, food, natural resources, agriculture, environment, democracy and security.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Boeve-de Pauw Jelle
• Co-promoter: De Maeyer Sven

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The importance of nature for the development of adolescents (12- 18 jaar) is often mentioned in scientific literature. Both for health, well being and school performance, as for founding pro-environental behaviour as citizen. Still adolescents at secundary school seem to lack interest in nature. Despite a diversity of organizations offering nature-education programs, the demand from adolescnts and secundary schools appears to be low. We will investigate this mismatch in lterature review and three case studies.

Researcher(s)

• Promoter: Keune Hans
• Co-promoter: Boeve-de Pauw Jelle
• Co-promoter: Michels Nele
• Co-promoter: Van Petegem Peter

Research team(s)

• Primary and interdisciplinary care Antwerp (ELIZA)

Project website

Project type(s)

• Research Project

Abstract

The TIMSS 2019 results regarding the average level of performance in mathematics and science of the Flemish 4th grade students were below expectations. Both science and mathematics recorded a significant drop down from the 2015 level. Further insight is desirable in order to inform educational policies and practices to turn the tide. TIMSS 2019-R will administer tests to the same sample of schools and students to determine the learning gains between 4th and 6th grade. Questionnaires will be administered to students, 5th and 6th grade teachers, and school administrators to identify the correlation of 6th grade results and learning gains with a number of context variables. The effects of the COVID-19 pandemic on effective learning time (quantitative and qualitative) mathematics and science are also examined.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: De Maeyer Sven

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The first detection of an exoplanet marked a new epoch in our hopes to detect extraterrestrial life. These detections have opened new parameter spaces and demonstrate that physical and chemical conditions exists in (A) planet forming disks that are vastly different from what we know in the solar system and in (B) (exo)planets that are vastly different from those that characterized planet Earth when life originated in an anoxic soup, and yet could allow for life-bearing chemistry to occur. In this MC-ITN, we focus on the development of Virtual Laboratories which will be the crucial tool to analyze in detail current and future disk and exoplanet observations, and for filling the gaps of incomplete observational data. Our Virtual Laboratories will use advanced numerical and statistical methods that comprise input from astrophysics, computational chemistry, laboratory and theoretical physics, geosciences, mathematics, and computer sciences. Virtual laboratories play a key role in simulating yet unexplored physico-chemical environments. Our 3 major objectives are: -- Scientific: Retrieve and predict the chemical composition of planet-forming disks and exoplanet atmospheres. -- Technological: Knowledge transfer between planet and disk community by the exchange of state-of-the-art codes. Apply and develop models of different complexity as link between big observational and numerical modelling data. Explore models as Virtual Laboratories for parameter spaces that cannot be reached by observations nor by (laboratory) experiments. -- Educational: Train complex modelling and big-data interpretation. Use fascination for exoplanets and their birthplaces to promote science in the society and in the local and wider communities due to dedicated art & education and art & science projects.

Researcher(s)

• Promoter: Kolenberg Katrien
• Co-promoter: Van Petegem Peter

Research team(s)

Project website

Project type(s)

• Research Project

Abstract

The five pillars for iSTEM didactics are: • interdisciplinary integration of STEM content • problem-centered learning • learning and designing • cooperative learning • subject didactics basis Teacher Design Teams (TDT) or Learning Design Studios will be used as an approach to foster professional learning of teachers and to introduce the teachers in this approach. The aim of the TDT's is to develop materials and methods which will be implemented and tested. The priority areas for the development of the iSTEM didactics are: • First two grades of secondary education • Technical and vocational education An effectiveness research will be conducted to make the results of this approach visible at the level of pupils.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

At NTNU a unique educational project is running across all faculties of the university, more specifically 'Experts in Teamwork', focusing on interdisciplinary cooperation skills. In recent years, a lot of efforts were invested in education, and at the same time a lot of data has been collected with the aim of researching the effectiveness of this learning environment. The focus of my sabbatical will be on a thorough evaluation study, in which different cohort groups can be used (annually> 2000 students, divided into 'villages' of 25-30 students, with interdisciplinary groups of 5-6 people), with three measuring moments each. Besides the track of psychometric research, structural comparisons, multilevel analyzes with multiple measurement moments, I want to discover a second track, more specifically data mining. There is expertise available at NTNU in this area and I would like to explore the possibilities for analyzing large data files with educational variables.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Measuring air pollution by using strawberry plants The AIRbezen project is a clever word pun on the Flemish of Antwerp dialect word for strawberries (jarrebezen) and, obviously, the word air. By examining the leaves of strawberry plants, AIRbezen maps the air quality of a city or province. Strawberry plants are distributed among families, schools or associations, who give the plant a place on the windowsill. After 2 months the strawberry-hosts cut off a few leaves and bring them in at the distribution points. The researchers at the University of Antwerp then measure the concentrations of particulate matter on the leaves, thus revealing to what the plant was exposed. AIRbezen is a real citizen science project in the sense that citizens actively participate in a research project. There is a strong interaction between participants and the University of Antwerp, whereby citizens collect data, the university interprets said data and the results flow back to the citizens. The project was successfully applied for the first time in 2014 in Antwerp, but soon expanded to schools, East Flanders and projects abroad. AIRbezen came to be thanks to a number of enthusiastic volunteers, Stadslab 2050 and the Department of Bio-Engineering Sciences of the University of Antwerp. If you have more questions about past projects or want to collaborate with us, you can reach us at AIRbezen@uantwerpen.be

Researcher(s)

• Promoter: Samson Roeland
• Co-promoter: Boeve-de Pauw Jelle
• Co-promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

This POC application enables D-PAC to start a successful spin-off. In the last four years, D-PAC was a IWT-SBO financed research project having two aims. Firstly, the method of comparative judgement for the assessment of competences was investigated. Secondly, a prototype tool needed to be developed that supports assessments using the principles of comparative judgement. Currently, the research project reaches the last phase, and the research group EduBROn can conclude that the method of comparative judgements has a sound scientific underpinning and many opportunities for implementation. Also, the number of D-PAC users increases, because the tool offers great value regarding high quality judgements and interesting learning applications. To transform the research project D-PAC to a successful spin-off, it is important to translate the current tool to a viable product for which users can and will pay. In addition, more effort is needed to develop a business plan, for which next to the Flemish educational market also the international educational market and other markets will be studied. Therefore, this project proposes four working packages. The first working package concerns the development of an algorithm server, which enables the use of the by D-PAC developed algorithms for comparative judgement in other platforms. The second working package focuses on the development of a Content Management System (CMS) for educational purposes. Based on four years of experience, this CMS can be developed according to the needs of end users in education in such a way that they shall be willing to pay for it. The third working package investigates the business model for education. This mainly concerns studying whether assumptions and strategies working for the Flemish context can be applied for the Dutch and international market as well. The fourth working package deals with a market investigation for other applications of D-PAC, as for example selection, prioritizing or training aims.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Donche Vincent
• Co-promoter: Vanhoof Jan
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The project aims to map the policy-making capacity of schools in Vilvoorde in a pre-post design, and with an experimental and control group. The experimental group is a group of schools that participates in an intervention aimed at the support of the development of alanguage policy at school level. This part of the project concerns the pre-measurement of the design at the start of the intervention.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

FORMAS is an ERASMUS+ project, involving the international partners Belgium, the Netherlands, Cyprus and Greece. The aim is to support formative assessment in schools. To this end, a teacher professional development initiative around formative assessment in mathematics is developed and evaluated.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project
• Education Project

Abstract

Development of a self-evaluation instrument for Flemish school boards. The King Baudouin Foundation wants to equip school boards with an instrument to map out their own policy-making capacity and to benchmark them with other school boards. In order to do this a conceptual framework is developed and operationalized by edubron.

Researcher(s)

• Promoter: Vanhoof Jan
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

TIMSS is an international comparative study on the achievement for science and mathematics of pupils in the fourth grade. The data collection takes place in a representative sample and the results will be the basis for policy recommendations. We focus on (1) achievement of Flemish pupils, (2) explain differences based on pupil, class and school characteristics, (3) compare with other participating countries and (4) trends in the achievement of Flemish pupils over time.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Boeve-de Pauw Jelle
• Co-promoter: De Maeyer Sven

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

VALIES focuses on the implementation of Education for Sustainable Development (ESD) in formal education in Flanders. A central issue is a teacher professional development (TPD) within which teacher teams develop and implement ESD in the context of their own school. The research focuses on (1) the operationalisation of 'action competence' as the outcome of ESD, (2) the effectiveness of the TPD (3) the effectiveness of ESD (4) the role school culture, en (5) the role of social contexts. The project will result in tools that aim to facilitate the implementation of ESD in formal education in Flanders.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Boeve-de Pauw Jelle
• Co-promoter: De Maeyer Sven
• Co-promoter: Donche Vincent
• Co-promoter: Schelfhout Wouter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

ARTIFEX is an ERASMUS+ project designed to establish a practical European framework for STEM education in innovative out-of-the-classroom learning environments such as Fablabs or Makerspaces. STEM stands for Science, Technology, Engineering and Mathematics, thus incorporating science, technology and mathematics. A Fablab or Makerspace is a small-scale workplace where you can manufacture products using modern technologies such as 3D printers and laser cutters.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Boeve-de Pauw Jelle

Research team(s)

• EduBROn

Project type(s)

• Research Project
• Education Project

Abstract

This project focuses on the evaluation of short and long term effects on environmental education for sustainable development. The project entails a close collaboration with practioners in the field of EE and also focuses on building their competences for performing outcome evaluation.

Researcher(s)

• Promoter: Boeve-de Pauw Jelle
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Stress and burnout are becoming serious problems in Belgium. This causes a wide array of negative consequences for the individual, the team, the quality of work and the organization. During the past years an e-learning program to prevent stress and burn-out within the nursing population was developed by the Centre of Expertise on Psychological Wellbeing in Patient Care. This program distinguishes itself from existing products by the fact that it is personalized, aimed specifically at nurses and based on scientific research. However, stress and burnout are not only pressing issues in nursing, but within other sectors as well. Therefore, we want to investigate whether the concept of an individual and job specific elearning program – which has been validated within the nursing population – can be transferred to other sectors. We aim to do so by first transferring this concept to another social profession and population at risk where the need for preventive measures is tangible – more specifically to lecturers within higher education. As such, the study at hand serves as a proof of concept to demonstrate that the program is also more widely applicable. This will facilitate the valorization of the program. Therefore, we will 1) investigate on which topics the content of the prevention program for nurses differs from that for lecturers and which content can be transferred without adjustments, 2) subsequently, insert this content in the existing framework or structure; 3) study the effect of this prevention program; 4) and finally, select the most appropriate model for commercialization. After finalizing the study at hand, we will take further steps to adjust this concept to other professions and commercialize these as well.

Researcher(s)

• Promoter: Franck Erik
• Co-promoter: Van Petegem Peter

Research team(s)

• Centre for Research and Innovation in Care (CRIC)

Project type(s)

• Research Project

Abstract

The Centre for Education Research has been recognized by the Flemish Government as a Centre for Policy Research for the period 2016-2020. It is a joint venture of UGent, KULeuven, UAntwerpen, VUB and Artevelde University College. The main tasks are: (1) Conducting research on themes that are considered by the Flemish government as a priority and relevant to its future policy, and (2) Valorisation and transfer of knowledge, using e.g. reports and the organisation of seminars. The research includes three thematic lines, regarding: A. The learner, B. The teacher and the school and C. The organization of education in Flanders.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project

Abstract

This project entails the development of an instrument to measure learning readiness / employment readiness for workplace learning in formal learning trajectories. This project is in cooperation with 'provinciaal Onderwijs Vlaanderen'

Researcher(s)

• Promoter: Van den Bossche Piet
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a research contract awarded by the University of Antwerp. The supervisor provides the Antwerp University research mentioned in the title of the project under the conditions stipulated by the university.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Universities and other higher education institutions are paying considerable attention to the integration of sustainable development within their core functions: education, research, outreach and campus operations. Within education, the focus is set on competences for sustainable development, necessary to enable students to cope with the complexity and uncertainty of sustainability issues in society. These competences are defined in numerous projects and publications, and usually comprise elements of systems thinking, future thinking (or anticipatory competence), interpersonal competence, normative competence and strategic competence. The integration of these competences requires specific conditions in the curriculum, one of which is the role of research competences and their possible contribution towards acquiring competences for sustainable development. Other specific conditions are oriented towards policy development and assessment of higher education study programs. This doctoral project has a threefold ambition: (1) analyse the definition and integration of competences for sustainable development in higher education curricula; (2) explore the interrelations between competences for sustainable development and research competences; (3) analyse the implications of the integration of these competences for policy development in higher education, with specific focus towards sustainability assessment and change management approach

Researcher(s)

• Promoter: Van Liedekerke Luc
• Co-promoter: Van Petegem Peter
• Fellow: Lambrechts Wim

Research team(s)

• Center for Ethics

Project type(s)

• Research Project

Abstract

1. What are the policy making capacities concerning language policies of the primary schools of Genk, that have participated to the 'Expert Language Policy' program? 2. What are the effects of the support and professional development courses? To answer these research questions, qualitative and quantitative research methods will be conducted.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Penninckx Maarten
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

MOS Vlaanderen recently made a lot of changes. Also today, the organization and its organization are innovating. The project 'Guidance of MOS employees in helping to set up training, exchange and process guidance' fits into this process. A number of practices were examined in the project and investigated in view of further renewal. The project took place from March 2015 to July 2016. During this period, MOS supervisors went into an research oriented practice. From the Edubron research group, support was provided and the learning outcomes were mapped. The project included two learning networks, an interview and six experiments. The experiments took place in six different schools, with a maximum of variation. Each experiment had a different theme: greening, pedagogical guidance, intakes, participation, measuring learning gains, and campus school. Together, these parts of the project were a rich source of learning experiences, which oriented the recommendations for the MOS practice

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Boeve-de Pauw Jelle

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Donche Vincent
• Co-promoter: Vanhoof Jan
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

There are good reasons to get a (more) systematic picture of learning outcomes in Flemish compulsory education. However, systems for monitoring learning outcomes give rise to critical questions, and sometimes unintended effects (can) occur. This study substantiates possible scenarios for monitoring learning outcomes and investigates whether these are feasible and desirable in a Flemish context. Central to this research is the identification of design principles for setting up a tailor made monitoring system. This is done using a systematic literature review, a Delphi study and the study of foreign monitoring systems. Based on the design principles scenarios are written and tested with stakeholders during in-depth interviews.

Researcher(s)

• Promoter: Vanhoof Jan
• Co-promoter: De Maeyer Sven
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a research agreement between the UA and on the onther hand IWT. UA provides IWT research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a research agreement between the UA and on the onther hand IWT. UA provides IWT research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Donche Vincent
• Co-promoter: Vanhoof Jan
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project

Abstract

Academic integration turns out to be an important predictor of first-year students' study success in higher education. This concept refers to the extent to which students can adjust themselves to fit into the new academic environment. Academic integration can be investigated by looking at different student characteristics. Although academic integration is viewed as an 'evolving' concept, it is mainly investigated from a static viewpoint. Integration of transition theories into longitudinal process models can help resolve this issue. The aim of this research project is to examine changes in first-year students' academic integration by integrating Nicholson's transition model with a longitudinal process model. Nicholson's transition model (1990) generally describes transition as a four-phase process: preparation, encounter, adjustment and stabilization. This implies an expanded conceptual framework including variables related to students' preparation in secondary education (prior achievement, study choice processes) and a refinement of the academic transition into an encounter and an adjustment phase. This conceptual framework will be tested using a longitudinal dataset already collected within another study project on students' transition from secondary to higher education or the labour market (N=3700 students). To examine the relations between study success, changes in academic integration and the preparation in secondary education, this research project will be set up in four research stages: a descriptive, an explorative, a testing and a theoretical stage. The first three stage will each aim at a higher level of analysis and gradually investigate the conceptual model underpinning this project. The last stage will be aimed at theory building by integration of the results of this project with the relevant knowledge bases. This project is innovative in multiple ways. As far as we know, it is the first research project to fully integrate a longitudinal process model with a transition model. Second, the five-wave longitudinal data set allows for in depth examination of causality. Third, the data set contains students from both professional and academic bachelor programs. This will enhance the generalizability of the results of this research project. Finally, this research project will contribute to theory building which is highly needed within this research domain.

Researcher(s)

• Promoter: Donche Vincent
• Co-promoter: Van Petegem Peter
• Fellow: Noyens Dorien

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Province of Antwerp. UA provides the Province of Antwerp research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Pinxten Annie

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand Genk. UA provides Genk research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Vlaamse Stichting Verkeerskunde. The subject of the study is the effectiveness of the educational intervention 'Mobibus'. Specific attention goes to its impact on the knowledge, attitudes and competences relating to both trafic safety and sustainable mobilty of Flemish 9th graders.

Researcher(s)

• Promoter: Boeve-de Pauw Jelle
• Co-promoter: Delvaux Eva
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Although (Flemish) education has a long tradition of collecting information, the full potential of the use of this information has only recently been recognized. As yet, however, little is known about how available evidence informs policy and practice in Flemish schools. This study provides insight into how school leaders and teachers use information for making policy and practice related decisions. It will describe the current practices and will provide evidence for the explanation and evaluation of current information-driven policy and practice. The conceptual approach of information brokerage is put central. To achieve the project goals several methodological techniques will be used: literature research, in-depth interviews and a survey study.

Researcher(s)

• Promoter: Vanhoof Jan
• Co-promoter: Mahieu Paul
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand KdG. UA provides KdG research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Gijbels David
• Co-promoter: Donche Vincent
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

During this project, the promoter, partners together with teachers and counselors will develop and validate tools and methods to coach young people in their first steps from vocational education towards the labour market. With this project we give incentives and coaching to young people and to intermediates so young people will be better equipped to enter the labour market.

Researcher(s)

• Promoter: Gijbels David
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The research aims to study the practice and effects of teacher evaluation in schools for nursery and primary education and schools for part-time arts education. The study will analyze which characteristics the teacher evaluation systems have, how school characteristics influence the evaluation system , how different actors perceive the systems and what the effects of teacher evaluation are. Firstly, a survey will be administered to principals and all teachers in 100 schools for nursery and primary education and 10 schools for part-time arts education. Secondly, semi structured interviews will be conducted with the school community's coordinator, the principal, a union representative and two teachers of 15 schools for nursery and primary education and 3 schools for part-time arts education.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Planning, execution and reporting of Teaching and Learning International Survey 2013 and processing of the main study of Programme for International Student Assessment 2012.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The goal of the project is the analysis of the effect, impact and the scope of the work of educational and counseling services from the perspective of the SNPB educational supervisors and educational institutions and the CLBs.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

By means of a reviewstudy we investigate how research competencies of students in secondary education can be optimised. We describe and analyse systematically the reported effects within the international databases of different didactical approaches to stimulate inquiry learning of students. Also different conditions in the teaching learning environments that are needed to support research capacity building among students are explored.

Researcher(s)

• Promoter: Donche Vincent
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand VLOR. UA provides VLOR research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Donche Vincent

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand Provincie Limburg. UA provides Provincie Limburg research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UAntwerpen and on the other hand the client. UAntwerpen provides the client research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Donche Vincent
• Co-promoter: Gijbels David

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Moving up smoothly from secondary education to higher education or to the active labour market is crucial in this society. In practice however, we find that this transition is not always very easy and that it is not as obvious for every student. To better understand this issue and to draw up desirable measures, The Province of Antwerp has decided to conduct scientific research, together with the Institute of Education and Information Sciences of the University of Antwerp. There are three foci in this project: (1) gain insight into the profile of students leaving the sixth grade of secondary education; (2) gain insight into the link between this profile and the transition to the labour market/tertiairy education (grade 7 in secondary education or higher education); en (3) gain insight into desirable measures to optimize the transition from secondary education to the labour market/tertiairy education.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The main goal of the research project is to investigate the quality of learning approaches of adult learners in adult education by means of a cross-sectional and longitudinal research design. In particular the investigation of learning approach development and the relationship with personal and contextual determinants is put central as well as the relationship between learning approach and academic achievement.in adult education.

Researcher(s)

• Promoter: Donche Vincent
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a research contract awarded by the University of Antwerp. The supervisor provides the Antwerp University research mentioned in the title of the project under the conditions stipulated by the university.

Researcher(s)

• Promoter: Mahieu Paul
• Promoter: Struyf Elke
• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand Vrije-CLB-Koepel. UA provides Vrije-CLB-Koepel research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The overall objective of this project is to develop an evidence-based and theory-driven approach to deal with bullying in schools by integrating research on bullying with a theoretical model which provides a dynamic perspective on the functioning and effects of education. Schools are encouraged to develop their own strategies and actions by using this approach and adapting it to the specific context and problems they are facing. Furthermore, we will evaluate the impact of the implementation of these strategies and actions and identify under which conditions the use of an evidence-based and theory-driven approach can contribute to the reduction of bullying and the improvement of the quality of education.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: De Maeyer Sven

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Research into the effects of learning support in teacher training is scarce. This mixed method research project aims to investigate the effects of learning support on cognitive, metacognitive and non-cognitive output measures. In addition also differential effects of learning support will be investigated and related to pre-entry characteristics.

Researcher(s)

• Promoter: Donche Vincent
• Co-promoter: Gijbels David
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This research project aims to enhance the transition of students from secondary to higher education and from higher education to the labour market. Assessing and monitoring learning competencies throughout the school career can be supportive in this regard. By means of mixed method research different instruments to assess and coach individual differences in learning and motivation are developed and validated.

Researcher(s)

• Promoter: Donche Vincent
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The main target of this research project is to assess the development of learning styles (relationships between learning conceptions, motivational aspects, metacognitive and cognitive learning strategies) in secondary and higher education by means of a longitudinal research design. The influence of different personal and contextual factors on learning style development are analyzed

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The aim of the study is to evaluate the school communities in primary and secondary education in Flanders. The study analyzes the added value of the school communities, the impact of the school communities' policy making capacity (goal orientedness, team-characteristics and decision making process) on their policy results and the impact of input and context variables (e.g. school boards, size, number of FTE's). A survey will be administered to principals, school board representatives and coordinators of 76 school communities in primary education and 53 school communities in secondary education. In 8 school communities, principals and representatives of school boards will be interviewed and focus discussions will be organized with teachers and middle manangers.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The purpose of the research is to optimize the admission test in higher education in terms of reliability and (predictive) validity. Data (stable and changeable student characteristics, test results) of an entire cohort students will be analysed, from the initial admission test till their final exams in the first academic year. The outcomes of the research have scientific educational and policy making relevance.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This survey emerges from the INES-project, that develops statistics and indicators which assist policy makers in describing and assessing their education system. Regarding, teachers, teching and learning, important information gaps are being recognised. This survey focuses on 1) recognition, feedback, reward and evaluation of teachers; 2) school leadership; 3) teacher practices, beliefs and attitudes; 4) mentorship; and 5) professional development. The international co-ordinator issues the guidelines, whereas the Flemish project manager conducts the survey. In 2007, a representative sample of ISCED 2- teachers and principals will be questioned. After producing a database, the data will be analysed in a descriptive and explanatory way. Finally, attention will go out to the valorisation in Flanders.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Gijbels David

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand Vrije-CLB-Koepel. UA provides Vrije-CLB-Koepel research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In an interdisciplinary approach, the environmental worldview and behaviours of children are researched in Flanders and in countries in development. An important part of the project focuses on the influence of person based variables and the social context. The impact of environmental education initiatives are assessed, focussing on differences between cultures, between subcultures and between urban and rural societies.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Bastiaensen Johan
• Co-promoter: Loots Ilse

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In Flanders, the three official school-guidance instances developed a joint guidance programme to increase the language skills of pupils in the Flemish border around Brussels. 128 primary schools are guided during 4 school years with the following goals: to increase the policy-making capability of schools in order to enable schools to develop a good language policy; to increase the insights and capability of teachers to deal with a multi-linguistic class-context; to increase the language skills of the pupils. This research project has the goal to evaluate this guidance programme. By applying a multi-method research design we want to describe the differences between schools concerning the implementation of the guidance programme and to evaluate the effect of the guidance programme on different levels: school-, teacher- and pupil-level.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Rymenans Rita
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The team from Antwerp will mainly contribute (theoretically, methodologically and empirically) to the issues dealing with the enhancement of critical and flexible thinking by means of instruction and the way this is assessed. The team from Antwerp has expertise concerning the design and evaluation of learning environments in different fields, such as language education, mathematics education, teacher education, medical education and adult education.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The implementation project initiates the participants -on the basis of a validated instrument- into the concepts of self-evaluation and feedback. The participating teachers will be led -(inter-actively) through a cycle, which enables them to analyse and to evaluate their functioning in the class. The condition for participation is a clear engagement to set up a self-evaluation procedure in the own professional context.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

September 14, 2002 (adjusted August 30, 2005) the Decree for Equal Educational Opportunities (GOK-I) was empowered by the Flemish Government with the aim to guarantee and create equal opportunities for all pupils in Flanders, especially for unprivileged non native and native pupils. One of the three pillars of the GOK-I-decree describes the forming of Local Consultation Platforms (LOP). A LOP joins school boards, educational institutional bodies, parents, pupils, centers for pupil guidance and partners from the ethno-socio-cultural civil society in a consultation platform. They are supported by a chair and an expert. A LOP mediates when a pupil is rejected in a right of precedence or matriculation and supports in the search for a new school. In the school year 2002-2003 69 Flemish LOPs were created. After an initial evaluation research (Deneire et. al., 2004) it is now time for a more profound evaluation. The development and working process of the LOPs have evolved with large enough extent to provide a solid ground for a scientific evaluation research project. This evaluation research describes both the efficiency as the effectiveness concerning internal and decretal expectations, and the relation with input and context variables. The combination of qualitative and quantitative research provides empirical answers on the question to which extent the LOPs are effective policy instruments.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Youth associations are an ideal medium to reach youngsters outside the school context. In Flanders, approximately 250,000 young people between the ages of 6 and 18 are actively involved in a youth association. For example more than 70,000 boys and girls are a member of Scouts and guides Flanders, 78,500 young people have been registered at Chirojeugd and 35,000 at KSJ-KSA-VKSJ. The aim of the "Mad about Experiments" project is to offer these youngsters the possibility to carry out experiments and gain insight in their scientific context. The experiments are coupled to a game element; thus motivation is raised and interest in sciences is encouraged. The project is carried out in cooperation with the youth associations. 15 scientific subjects, that fit within the activities of youth associations, are approached in a multidisciplinary manner. Not only technical aspects are examined but wherever possible also cultural, historical or socio-economical. This duality is especially important for girls, as they are attracted more by the social relevance and impact of scientific subjects.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This survey emerges from the INES-project, that develops statistics and indicators which assist policy makers in describing and assessing their education system. Regarding, teachers, teching and learning, important information gaps are being recognised. This survey focuses on 1) recognition, feedback, reward and evaluation of teachers; 2) school leadership; 3) teacher practices, beliefs and attitudes; 4) mentorship; and 5) professional development. The international co-ordinator issues the guidelines, whereas the Flemish project manager conducts the survey. In 2007, a representative sample of ISCED 2- teachers and principals will be questioned. After producing a database, the data will be analysed in a descriptive and explanatory way. Finally, attention will go out to the valorisation in Flanders.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Gijbels David

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Within the field of educational research, world-wide many research efforts have been spent on the identification of relevant performance indicators for schools and educational systems, and factors within classrooms, schools and educational systems that account for differences in learning gains and educational attainment. Valorising the knowledge base yielded by that research, since the 1980's school performance feedback systems (SPFS) were established in a number of countries, aiming at giving schools confidential feedback on how well they are doing in adding to the learning gains in their students. A remarkable finding is that the effects of such feedback nor the conditions that have to be met to make it work, i.e. have it used in such a way the chances for school improvement are effectively enhanced, has hardly been the focus of systematic research. At the same time some fundamental problems with regard to the validity and reliability of performance indicators and related measures need to be addressed. Addressing both a number of those fundamental problems as well as the issue of what makes school performance feedback work, the proposed research serves a number of goals: 1. contributing to the fundamental knowledge base with respect to educational indicators, more particularly with regard to the creation of valid and reliable performance indicators and valid and reliable indicators for explanatory factors at higher levels; 2. contributing to a knowledge base needed for the application of performance indicators in the educational field at large, i.e. with schools not belonging to a representative sample; 3. contributing to bridging the gap between the school effectiveness research paradigm and the school improvement research paradigm, by establishing a knowledge base for creating effective evidence based feedback, involving both issues with regard to content and presentation of feedback and conditions to be met by the receiver of the feedback;

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In metropolises there is a growing number of pupils with language retardation who fail to keep up with others, especially pupils coming from 'OKAN' i.e. a preparatory class for non-Dutch speaking newcomers. In educational practice one is convinced that one year of OKAN is insufficient to prepare pupils for a successful transfer to secondary education. This research project has three aims: (1) to gather information on the transfer of OKAN-pupils to secondary education; (2) to describe the implementation process of a second year of OKAN; (3) to investigate whether pupils are better prepared for a transfer to secondary education after a second year of OKAN. In order to realise these aims, (1) a descriptive research is set up to describe the OKAN problems in Flanders; (2) a school ethnographic research is carried out in two Antwerp schools that experiment with a second year of OKAN; (3) an evaluation is performed in order to check whether these experiments are successful.

Researcher(s)

• Promoter: Rymenans Rita
• Co-promoter: De Maeyer Sven
• Co-promoter: Van Petegem Peter

Research team(s)

• Didactica

Project type(s)

• Research Project

Abstract

The construction of developmental objectives (DO) and attainment targets (AT) in primary education and the settled agreements within a Flemish decree have emerged a lot of controversy about the legitimate interpretation of these objectives and targets. Not only do several curriculum documents of umbrella organisations (OVSG, RAGO, VSKO) differ in their interpretation of DO/AT, also the ways in which they are translated into learning materials do have an impact upon the realisation of these objectives and targets in primary education. Teachers' and principals' perceptions about the utility and value of the DO/AT in primary education can put the so called legitimate interpretation of these goals further under pressure. Teachers and principals are crucial mediators between interpretation and realisation of DO/AT in education. In their daily practice they express in a way their implicit (professional practice) or explicit (reflections about learning and teaching) attitudes towards these objectives and targets. A survey-research is proposed in order to give evidence-based answers to the following main research questions: (1) what is the underlying vision upon the DO/AT as formulated in the curriculum documents of umbrella organisations (OVSG, RAGO,VSKO); (2) in which ways do teachers and principals appreciate the DO/AT; (3) in which ways can the DO/AT be viewed as directional criteria. The forthcoming evidence-based results of this research could be used in the democratic dialogue about the utility and value of DO/AT in education

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Rymenans Rita

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The research project will investigate the relations between learning conceptions, motivation, self-regulated learning among primary school children as they negotiate the transition from primary to secondary school. The study will follow an exploratory mixed methods design (Creswell, 2002) to accommodate the development of an instrument for measuring self-regulated learning.

Researcher(s)

• Promoter: Van Petegem Peter
• Fellow: Human-Vogel Salomé

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The main target of this research project is to develop and validate an instrument that allows students in secondary education to give feedback to their teachers. The theoretical frame of reference is based on school effectiveness research. Two instruments for self-evaluation have already been developed (Van Petegem, 1997 and Van Petegem a.o., 2003), in which a specific part (class level variables) can be used as an basis for the development of a feedback instrument for students.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The government attaches great importance to the participation of the different actors in education. There's a resounding demand to conceptualize participation as being integrated with the whole school-business. To evaluate her policy concerning participation, the Flemish government needs objective data-gathering which builds on this integrated view on participation. Moreover, there's a need for the development of an instrument that measures the participation of the different actors in education. A similarly instrument for measuring the participation of pupils is already developed. The goal of this research is to develop an instrument for measuring the participation of teachers and parents. This instrument will be integrated with the existing instrument on learners-participation.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Mahieu Paul

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Pupils from five Flemish schools are given the opportunity to learn interactively about some techniques involving genetic engineering. This involves gathering scientific and up-to-date information and discussing the ethical and social implications of genetic engineering with scientists and experts. The project involves cooperation between pupils, teachers of different disciplines, scientists and genetic engineering companies .

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The study analyses the policymaking capacity of elementary and secondary schools. The study examines the way schools manage the autonomy in their policy. The influence of the principals, the teachers, the middle management and the school administration will be analysed. The research focuses on networks between schools. The policymaking power and the networking between schools will be mapped out on basis of semi-structural interviews in 6 elementary and 6 secondary schools. Furthermore a survey will be administered to a representative sample of school leaders and teachers. Five networks will be analysed (interviews with experts). The results will be discussed in a panel-session.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Mahieu Paul

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

A longitudinal quantitative case-study is carried out directed to study learning processes and learning styles of pupils in vocational education. Personal (gender, personality traits, motivation) and contextual variables are studied in relationship with learning.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The Flemish Eurydice report will be updated on the basis of new Flemish data on education of the year 2003. This update encompasses the following steps: (1) delineation of the scientific concept; (2) inventarisation of potential sources and source-criticism; (3) adaptation of the structure of the report; (4) update of the report; and (5) update of the English report.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This research project investigates how the quality of a self-evaluation can be operationalised and to what extent that the quality of self-evaluations can be explained by the features of the self-evaluation process, the organisation-effectiveness and reflective capacities of schools? Therefore the following research methods are applied: study of literature, Delphi study, in-depth interviews, participative observation and survey research. The findings will result in a validated instrument for meta-evaluation.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Network C belongs to the INES program of the OECD. It is a joint venture of 27 OECD members 'under chairmanship of the Netherlands (University Twente)- that focuses on the development and refinement of process indicators related to education; more specifically the learning environment, school organisation and processes within schools. In other words, the mission of Network C is to develop indicators that try to explain the so-called black box schools. The indicators are published every year in 'Education at a Glance' (OECD), and also in international reports such as 'Completing the foundation for lifelong learning. A survey of Upper Secondary Schools.' (OECD, 2004).

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In light of the decree on equal opportunities, local consultation platforms (lcp) have been established. This study evaluates the functioning of these lcp's. The evaluation targets approximately 4000 lcp members and involves the following actions: questionnaire design; data collection, input, processing and analysis; reporting and formulating policy recommendations.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Van Petegem Peter
• Fellow: Du Toit Pieter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The `International survey of Upper Secondary Schools' (ISUSS) is a survey in which 16 OECD-countries participated during the school year 2000-2001. The focus was on ISCED-level 3. In Flanders, this level refers to the second stage and first and second year of the third stage of secondary education. The intention is to produce international, educational indicators concerning the following themes: 1.School characteristics aimed at facilitating the transition to the labour market and/or further education; 2.Conditions of schooling that are instrumental in enhancing educational quality; 3.Human resources; and 4.Availability and use of ICT. Now that the international survey has been rounded off completely, and the first ISUSS-indicators are to be published in both `Education at a Glance 2003' and `Integration, Cooperation, Support. First results from the OECD Survey of Upper Secondary Schools', the ISUSS-database is open for own (national) analysis and use. In agreement with the Education department of the Flemish Community, it is decided that all school sites / schools that participated in ISUSS should receive 'as feedback- an individual report in which their own answers are situated against the total sample of Flemish school sites / schools. These reports will be generally clarified and individually distributed by the researchers during a workshop at the Education department (december, 12).

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The database of the Panel Study of Belgian Households contains representative figures in longitudinal perspective, from pre-primary education to higher education, and also a number of relevant variables at family level and individual level. Next to these variables a once-only separate module with questions concerning the school career and the choice of study has been included. The purpose of this extra module was gaining insight on the impact of social background on the study career on the one hand, and gathering a number of possible explanatory variables on the other hand. It seems from the further operationalization that a lot of relevant indicators can be developed that will give a sophisticated picture of the (f)actors of social inequality. First we will examine the relations between educational variables and variables of social inequality (f.e. between repeating classes and diploma of the father). In view of investigating how large the impact of the variables concerned is, we will use loglinear analyses. Finally we will construct continua of different socio-economic factors by using PRINCALS, and then make use of multivariate analyses.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Considering the relative small amount of pupils in Flemish Artistic Secondary Education, this form of education only plays a minor role in the educational system. Due to this small scale the Artistic Secondary Education is often left out of consideration in Flemish educational research. However, the elaboration of the educational structure of artistic education requires a comprehensive understanding of 1. the educational career of the pupils concerned and of 2. their transfer to higher education or to the labour market. Such an understanding involves that the available data on Artistic Secondary Education should be related to other aspect of artistic education, such as art directed branches of study in technical and vocational education, artistic higher education and part-time artistic education. Based on a study of literature, analysis of existing databases, interviews with experts and an extensive survey this study aims at gathering these data. The main focus is therefore on the following topics: the intake, throughput and output of pupils in all art directed branches of study in secondary education , the in-, through- and output of artistic higher education, the criteria for admission to artistic higher education and the surplus value of engagement in part-time artistic secondary education before or while participating in full-time artistic secondary education as well.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The development of attainment targets has contributed towards a complex consideration about pupils' achievements. These attainment targets include besides knowledge and insight also topics concerning skills and attitudes. The nature of those goals influences the assessment methods. However, new assessment methodologies ' assessing skills and attitudes ' are not automatically implemented. That si why the Femish Minister of Education decided to order a research project (OBPWO ' project 99.11) aiming a.o. a search for alternative assessment methods sustaining teachers in their class pactice, assessing the attainment targets mentioned above. The in-service training emerges from this research project. Partly physically (provincial working sessions, concluding symposium), partly in a distance mode (print materials, e-platform sustained workbook) schools are suggested good practices in order to impelemnt alternative assessment methods.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The Flemish government launched a new policy on equal educational opportunities. This policy demands from schools that they become self-responsible concerning the schoolspecific policy on equity. This research wants to evaluate the ability of schools to design an adequate schoolspecific policy on equity and their ability to implement it. Moreover, this research tries to answer following research questions: what is the quality of the analysis of the starting situation? Are the strategies to reach the aims of the schoolspecific policy chosen and executed consistent with the analysis of the starting situation? What is the quality of the self-evaluation? Is their sufficient provision of in-service training and are there educational resources enough? In order to formulate an answer to these questions, the research will be both quantitative (surveys) and qualitative (casestudies).

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This research work aims to create a framework for educational institutions that consider student centred learning as their main innovation target and focuses on e-learning. Within the framework concepts from educational psychology and innovation, knowledge management and general management will be integrated. It will be checked and optimised, according to insights gathered from case studies (universities and enterprises). The research results in an according scenario and checklists for implementing student-centred learning as an innovative educational policy (from the individual learner perspective, as well as the institutional perspective).

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Environment-friendly technologies are momentary becoming more and more important in view of sustainable development and in environmental policies. Creating opportunities for young people that provide an active way of getting to know these technologies can be a stimulus for young people to chose a scientific and/or technological field of study. This can be done by visiting such technology, by looking up back-ground information,... A goal of this project is the cooperation of pupils, teachers of different areas of study, companies and environmental associations. The preparation, execution and assimilation of those visits all take place under the supervision of the project co-worker.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The goal of this research project is the scientific testing of an experimental version of a self-evaluation instrument for day-care centres. The self-evaluation instrument was developed by Kind en Gezin in consultation with the sector. The experimental version of the self-evaluation instrument will be tested on its validity and reliability to verify that this instrument can be used to determine whether a minimum quality of a day-care is achieved in those centres. Participating observation and in-depth interviews will be used as research methods.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

The project's aims are to investigate in which way the effectivity of implementationstrategies for setting up open learning environments in Higher Education can be pointed out by means of an educational design research.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Educational research shows that the use of learning styles is an appropriate means for study counseling of pupils. A learning styles inventory tries to capture the way pupils deal with study information. The mean question in this research is whether a Dutch Learning Style Inventory Instrument is a reliable and valid instrument for Flemish pupils in technical and vocational education.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

This project (which will be called alja) aims to research an implementation of an educational innovation in the Department of Teacher Education of the Katholieke Hogeschool Leuven. Action will be taken to enhance the student centeredness of the educational practices on the campuses. The research Group EduBROn (prof. dr. Peter Van Petegem) is expected to research in a first phase, the underlying theoretical foundations from the domain of self supported education, as well as to coach hands-on six partially (0,2 FTE) compensated KHL-lectors in creating applicable realisations in different aspects of their everyday didactical practice. The participating lectors will, in cooperation with the EduBROn-coaches, share their experiences and good practices with their colleagues within their own Department. In a second phase, research about the innovative strategy of the institution takes place. This research is carried out by means of learning styles research, teaching styles research, and research about opinions of learning environments and educational innovation.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

Given the current state of the art in the use of international education indicators and recent proposals from the European Commission to define and measure a set of core education indicators this study addresses several areas where it is felt that the impact of indicators could still be improved. The expected outcomes of the proposed study are as follows: (1) A description and analysis of the use of the current indicator systems (OECD and EURYDICE) and proposed core indicators (the recently proposed sixteen quality indicators by the European Commission) with respect to the various interpretations of educational quality. (2) A description of the current use of standards and benchmarking and the results of an empirical exploration of the feasibility of, absolute and 'criterion referenced' benchmarking vis a vis demands for 'contextualization: of standards and benchmarks. (3) A summary of the main approaches to synthesize and contextualize indicators in national reports and internal policy notes and a set of implications and suggestions to possibly integrate these in the basic publications. (4) An analytic report on the feasibility of feedback of indicators to lower levels of the system, including individual schools. (5) A synthesis of suggestions for modification and improvement of aspects of the currently functioning international indicator systems.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

An instrument for selfevaluation will be developed, tested and applied, allowing all participants within the initial teacher training to evaluate the evolution of the implementation of EE (Environmental Education) in their departement. With the results of this selfevaluation as a basis, the researchers together with the EE-workgroup of the teacher training departement will develop an adequate programme for implementation of EE on the campus. In school teacher training will also be provided for teacher trainers and other participants.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

Aims: The development of an educational design experiment The implementation of open, independent and flexible learning within a Higher Education School context by means of hands-on-coaching of lecturers during the process of development and application of open learning materials

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

The intention of general secondary education in its finality is to prepare students for higher education. The question raises if the ability to learn 'which is necessary for a successful attendance in higher education- can be optimised by paying attention to the learning styles of pupils. Former research with regard to university and higher education (Van Petegem & De Maeyer, 1999; Vertenten & Ferguson-Hessler, 1998) has already proved that the concept of learning styles is an important instrument for coaching of students. For secondary education, there is a lack of research data regarding the way pupils assimilate information (learning styles) in relation to the promotion of the ability to learn. Since two years, a design is set up in a large school of general secondary education to stimulate the cognitive, meta-cognitive and affective abilities of pupils during their study career, and in their last year in specific (Vercammen, 2000).Via a flexible policy regarding assignments and tests, pupils in their last year are incited to self-steering and self-responsible determination of their learning activities. The pupils are coached in their transition from working independently, via learning independently to self-responsible learning. The design is based on an educational realisation of the process-oriented instruction (procesgestuurde instructie ' PGI), as developed by Vermunt (1992). The question raises if the design has any effect on the learning style profiles of the pupils. The Inventory Learning Styles (ILS) is a suitable instrument to evaluate the effectivity of designs which aim to bring about independent learning (STAR-centre, 1997). A pre- and post-test situation is created for pupils in their last year (experimental condition). To prove whether the learning process regarding learning styles and the flexible policy regarding assignments and tests contributes to a significant improvement of the learning style of pupils, a control group is required. To that end, an analogous design is set up in a secondary school with a comparable initial situation. Via matching of the experimental and control group, a quasi-experimental design is generated, through which alterations can be studied (Cook & Campbell, 1976). The hypothesis is that the interpretation of learning styles with pupils, en their experience regarding independent and self-responsible learning can generate a significant improvement of the in-depth processing, the self-steering, the construction of subject matter and the learning motivation. From this, we deduce the following research question: To what extent does a design that promotes self-responsible learning result in significantly positive changes in the learning style profile of pupils in their last year general secondary education, more specifically in the sphere of in-depth processing, self-steering, construction of subject matter and learning motivation? The results of this research are situated in the scientific, and the policy field. Besides responses on the research question, the scientific study also yields data regarding the validity of the ILS-Secondary Education, which can lead to a standard for Flanders. The results are relevant for policy, because they outline a nuanced picture of the empirical support of the attainment targets `learning to learn' of the 2nd and 3d stage of secondary education. Moreover, in the case of confirmation of the research hypothesis, the educational translation of the process-oriented instruction (procesgestuurde instructie ' PGI) can be implemented in other schools.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

Through the VLIR (Vlaamse Interuniversitaire Raad) the Flemish universities formulate joint propositions and advices for the policymakers concerning academical education and scientific research. A data bank of all the students in the Flemish universities is constructed as a foundation for certain proposals. The research group Edubron is responsible for the construcion of the students data bank for both academic years 1999-2000 and 2000-2001. Edubron is also responsible for the yearly publication of the studentstatistics concerning the Flemish universities. Finally Edubron has to deliver studentstatistics to third parties in order to answer their specific questions and requests.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

The implementation of attainment targets and developmental objectives created an important stimulus towards an alternative approach of pupils' performances. Besides cognitive goals much attention is paid to skills and attitudes. Logically, these shifts in educational goals should result in shifts in the assessment as well. The implementation of alternative assessment methods however appears to be difficult to realise. As such the government has an important role in stimulating the use of adapted assessment methods. Given these considerations this study has two main goals, namely making an inventory of the actual assessment methods in Flemish secondary schools and creating alternative assessment methods in order to support teachers in their daily practice. Particularly the second part of the study is conducted at the University of Antwerp. The first part is conducted at the K.U.Leuven and the Vlerick Leuven Gent Management School. Based on a study of literature a systematic description of some relevant alternative assessment methods is given (such as self-assessment, peer-assessment, portfolio and methods to assess cross-curricular goals). Subsequently some concrete assessment examples are developed and investigated concerning their relevance and utility by discussing them with 20 experienced teachers. Such a practice-oriented description aims at supporting teachers in order to expand their range of assessment methods. This results in a practical handbook `Alternative assessment methods for educational practices'.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

The study should deal with quantitative and qualitative aspects of recruitment of educational personnel, directed towards the realization of education for all and sustainable development. The study will include graphs, tables and references.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

There is a growing need for (and interest into) the practical application of multimedial learning environments to prepare the pupils for the modern knowledge society. `Learning Space' is a commercial tool developed for the creation of such a multimedial learning environment. Electronic courses are implemented in a virtual classroom. These courses are available through the internet. Such an environment makes it possible to support the learning-process on diverse levels of interactivity and corporation: information exchange about courses and evaluation-methods, feedback as regards content, making assignments in the `courseroom', teamwork in the virtual classroom. This brings up the interesting (research) question, whether `Learning Space' is competent to create a `powerful learning environment'. An evaluation-study will be carried out by and with the students of the academic teacher education. The focus of this evaluation-study will be the research-question as it is formulated above. Course-material will be developed with `Learning Space' as platform and the student will be guided through an innovative proces.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

Educational policy is permanently concerned with eliminating social inequality. Research concerning intergenerational social mobility has the aim to bring into vision the movements of individuals in the system of social stratification. Based on empirical evidence one can conclude that the classical meritocratic thesis from the sociology on education is under pressure. Given the fact that new forms of social inequality arise, new information has to be gathered to understand the mechanisms which form the basis of social mobility and to have influence on these mechanisms. The concept of the risk-society (Beck 1986) is embedded in a theoretical frame of reference that has the power to capture these new forms of social inequality, typical for the movement from a industrial to a post-modern society. The aim of this research is the study (from this original frame of reference) of the influence from background characteristics of parents on the educational careers of their children. The data that will be used originate from the PSBH (Panel Study on Belgian Households, 1992-1997, 4439 Belgian Households). These data enable us to include new relevant background characteristics in the central research question.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

The number of students that fail in their first year on the university is big (Hendrickx, 1998). Former research shows that a mixture of causes is responsible for these low percentages of students that succeed the first year. A possible predictor of succeeding is the way in which students process the material that has to be studied. But until now in Flanders no attention has been given to the research of this possible causal chain. Nevertheless research shows that a learning style correlates with educational results (Vermunt, 1992). Based upon a reliable and valid instrument (e.g. the 'Inventaris LeerStijlen', ILS) research can bring into vision the dominant learning style of a student. The central research question is the following: 'Are there any relations between the learning styles of students and their academic results (at the University of Antwerp)?'. The research population are all the generation students that are enrolled in the first year of RUCA & UFSIA during academic year 1998-1999.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

This in-service training course is an initiative of the Ministry of the Flemish Community, Department of Education, and is organized by the University of Antwerp, U.A./U.I.A. This initiative is meant for secondary schoolteams who, in view of their interest in quality control, would like to proceed in a selfevaluating review. To this goal the participants use an electronic questionnaire, IZES (Van Petegem 1997), dealing with most of the aspects provided by the process part of the CIPO-model (Scheerens 1990). The in-service training course consists of five double session days. After being given a theoretical framework the participants get a pratical initiation in the interpretation of the statistics of which the schoolreport will consist after the electronic questionnaire will have been filled in by one of more respondent groups within the entire schoolteam. At each participant's request, an individual follow-up session is organized, during which the project assistant annotates his verbal interpretation of the school report. Based upon possibly detected deficiencies the participants work out a short and intermediate term remediation, of which an account is given during the last project day that includes hints concerning the in-service training plan in their schools

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

Key people from a number of social relevant organisations situated near the Centre for Basic Education in Antwerp are interviewed on important questions on future development.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

This in-service training course is an initiative of the Ministry of the Flemish Community, Department of Education, and is organized by the University of Antwerp, U.A./U.I.A. This initiative is meant for secondary schoolteams who, in view of their interest in quality control, would like to proceed in a selfevaluating review. To this goal the participants use an electronic questionnaire, IZES (Van Petegem 1997), dealing with most of the aspects provided by the process part of the CIPO-model (Scheerens 1990). The in-service training course consists of five double session days. After being given a theoretical framework the participants get a pratical initiation in the interpretation of the statistics of which the schoolreport will consist after the electronic questionnaire will have been filled in by one of more respondent groups within the entire schoolteam. At each participant's request, an individual follow-up session is organized, during which the project assistant annotates his verbal interpretation of the school report. Based upon possibly detected deficiencies the participants work out a short and intermediate term remediation, of which an account is given during the last project day that includes hints concerning the in-service training plan in their schools.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

The Flemish Education Council (Vl.O.R.) started a Round Table for the Art secondary schools to broaden the ideas and possibilities of Art education on the secondary level. This Round Table not only wants to spread information but would also like to start a dicussion about Art education. Therefor it is very important that the profile of the art-student is well known. This study wants to give information about how the student-flow through the Art secondary schools actually happens to make a profile. Relevant data was collected and analysed. The data involves the schoolcarrier of the Art-students: their former study-choice, the school-results of the year before they start their Art-classes, are they behind, when do they actually start their Art-studies, what do they do after finishing their Art-studies. This study involves all the Art-students in Flanders, for the last five schoolyears.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

During this project IZES (dutch acronym for an Instrument for self evaluation of schools) is used in a case study. A survey feedback design is used to inform the school staff and to discuss the results.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

The INES - Steeringgroup pronounced the need for a Schoolsurvey on the level of the 'higher secundary education' (ISCED3). As a reaction this research work takes place in the framework of Network C of the OECD. The major aim of this Network is opening the so called 'black box' between the educational inputs and the educational outputs. This project is the Flemish contribution to the 4th fase of the INES-project in the OECD.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

EE in education plays an important role to develop a positive, environment oriented behaviour of young people. 60% of the pupils in the second and the third grade of secondary education belong to BSO (Vocational Secondary Education) and TSO (technical Secondary Education). The special nature of these departments therefore requires a specific training program for teachers and their post educational training. The purpose of the project is to find methods and applications in order to introduce and implement EE for vocational and technical education in the departments of Initial and Inservice Teacher Training of the Flemish 'Hogescholen'.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

The purpose of this project is to develop a framework for quality concern in the basic education centers. As an application of this framework, a checklist will be developed to allow the centers for basic education to evaluate themselves.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project

Abstract

The responsability towards quality improvement of educational settings at different levels (primary, secondary and higher education) increases due to their growing autonomy. The development of a own school policy becomes therefore more important. This project offers an approach for school self evaluation (school based review) so that schools get a clear picture of their own functioning, which is a starting point for the development of a school policy plan.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

Project type(s)

• Research Project