Research Sven De Maeyer

Abstract

The boost of data in schools (e.g., assessment and observational data) requires teachers to become data literate professionals to make appropriate data-based decisions for instructional improvement. However, teachers' data literacy often falls short. The complex combination of different types of skills (i.e., analysing and interpreting skills versus context-specific knowledge and expertise to take decisions) is a major barrier to realising the potential value of using data. Therefore, we need to increase our knowledge of how teachers interpret data sources and make sense of them for instructional decision-making. And additionally, on how teachers can learn data literacy skills. Common training methods (e.g., lecturing) fall short of providing teachers with the necessary skills to give meaning to student performance data. Interactions are vital to bringing diverse data literacy skills to the surface. This project investigates the power of interactions for data literacy learning. Different studies will (1) address the difficulties regarding the reliable and valid measurement of data literacy, (2) examine how (student) teachers process visual performance data, and (3) determine characteristics of effective interactions for data literacy learning. This research will produce fundamental insights into the mechanisms underlying teachers learning of complex skills, such as data literacy.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Van Gasse Roos

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Recent education assessments (PIRLS, PISA) show a significant decline in reading comprehension amongst students in many European countries. The EYE-TEACH project is an initiative integrating artificial intelligence (AI) and eye-tracking (ET) that aims to transform educational practices and empower European teachers with new pedagogical skills for assessing and supporting their students' reading comprehension. The project addresses issues such as the post-COVID-19 educational challenges, mounting teacher workload and teacher shortages across Europe. Eye tracking, although not without limitations, has proven its worth in educational research, offering insights into students' reading behaviours, cognitive load, and emotional engagement. It differentiates between various levels of reader comprehension, making it a valuable tool for personalised education. Complex eye-tracking data translated into intelligible output by AI and supported by a robust ethical and data privacy framework can provide teachers with actionable insights, aiding the selection of effective pedagogical strategies. EYE-TEACH reaches beyond the state of the art by involving teachers and education practitioners early in the development process. By mapping educators' acceptance and readiness to adopt such novel technologies and highlighting the role of perceived ease of use and usefulness, the project has real potential to transform educational practices. The final joint result of the project will be a comprehensive resource of training materials and guidelines for using and implementing this technology in education, including benefit and risk assessments, and considerations of privacy and ethics issues. By empowering teachers with an AI-assisted ET-analytics tool and training materials, the project aims to contribute positively to the future of education in Europe.

Researcher(s)

• Promoter: Gijbels David
• Co-promoter: De Maeyer Sven
• Co-promoter: Donche Vincent
• Co-promoter: van Daal Tine

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Over the past decade, the majority of permanent immigrations to OECD countries comprised groups often categorized as "non-economic" migrants, such as humanitarian and family migrants. The integration of non-economic migrants into the host country labour markets poses a significant societal challenge, as acknowledged by international institutions and scholars. Consequently, substantial investments at regional, national, and EU levels have been channeled into both general and migrant-specific Active Labor Market Policies (ALMP). However, our understanding of processes of labor market integration remains limited due to a lack of more holistic life course studies in which different life domains (e.g. labour and family) are studied simultaneously, and the high data requirements necessary to complete such an endeavour. This SEP project aims to catalyze a methodological and theoretical shift by developing an interdisciplinary and holistic framework to examine ALMP uptake and subsequent labor market integration. This theoretical and methodological framework will be developed in the SEP project in order to prepare a new ERC grant proposal which will apply such a framework to non-economic migrants. Hence SEP will play a major role in terms of methodological and theoretical R&D work necessary for a resubmission of the ERC proposal covering seven European countries, and will also yield research results and deliverables regardless of the success of the future ERC grant outcomes. This SEP project will focus on the context of Flanders to study whether and how the uptake and effects of ALMP are mediated and moderated by other life domains, focusing on family dynamics, such as childbearing, partnering and informal care-giving. I combine the usage of cutting-edge Flemish linked register data, with complementary qualitative research methods. Drawing on life course principles, I aim to synthesize and test theories from Sociology and Economics to formulate the first Life Course Theory for the evaluation of ALMP.

Researcher(s)

• Promoter: De Maeyer Sven
• Promoter: Meier Petra
• Fellow: Wood Jonas

Research team(s)

• Politics & Public Governance
• EduBROn

Project type(s)

• Research Project

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

Problem solving is one of the 21st century skills and is required to fully participate in our ever-changing society. Promoting problem-solving competencies in preschool can give children a head start for primary school and lifelong learning. This project aims to develop a framework and design principles to promote problem-solving competencies in preschool children through Assessment for Learning (AfL). AfL offers teachers opportunities to develop effective and differentiated learning trajectories, taking into account the observed competencies of preschoolers. In addition, it provides preschool children opportunities to learn from feedback. The project focuses on solving problems related to STEM (Science, Technology, Engineering, and Mathematics). Problem-solving competencies are needed in all the STEM domains and STEM education offers many opportunities to work on problem-solving competencies. The project consists of three successive studies. First, a scoping review will be conducted in order to synthesise the existing knowledge on assessment of problem-solving competencies in preschool children. Second, a Delphi panel with scholars and experts from the educational practice will be formed in order to create an AfL framework on problem-solving competencies in preschool children. Third, a stepped wedge cluster randomized trial will be set up to assess the feasibility and effectiveness of an AfL intervention on the problem-solving competencies in preschool children.

Researcher(s)

• Promoter: De Maeyer Sven
• Fellow: Van Elsen Joris

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Suppose a speech therapist or a teacher is asked to estimate the intelligibility of a young child's speech. Speech intelligibility is an intuitively appealing but also a difficult notion to define formally. So how can it be measured reliably, validly, and efficiently? Traditionally, both holistic (e.g., assigning a numerical appreciation) and analytical (e.g., assessing against a set of criteria) methods have been used for assessment. However, research shows that the different methods have their pitfalls and shortcomings. A method that has recently been propagated mainly from the angle of educational assessment is comparative assessment. At the basis of this method are insights from psychology that show that people are better able to compare objects than to assign a score to them one by one on a certain characteristic. A speech therapist then assesses two speech languages, for example, and determines which of the two is most intelligible. Such judgments appear to be more reliable than assigning a holistic score. The goal of this project is twofold. First, we want to investigate the generalizability of comparative judging and its mérites in the domain of speech research. Then, we want to extend the method itself and develop an appropriate statistical model. 1. Generalization: the method of pairwise comparison is especially emerging in the broad domain of measuring competencies in the educational context. In this project, we want to closely examine the generalizability of comparative assessment to other domains in which people assess, especially in the domain of the scientific study of speech. More specifically, we ask the question: does comparative assessment lead to reliable, valid and efficient assessments of the intelligibility of young children's speech? 2. Extension: the current form of comparative assessment is limited to a simple pairwise comparison, i.e. dichotomous choosing between two alternatives. The reason is that the statistical model used to model the data, the Bradley-Terry-Luce model, only allows for dichotomous data. However, pairwise comparison can be extended to ordinal and scale-based ways of selection and, in addition, it may be important to take a multidimensional approach to assessment (comparing on multiple underlying aspects of intelligibility). In this study, we extend the statistical model into a generic model that helps to analyze different forms of data.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Gillis Steven
• Fellow: Rivera Espejo Jose Manuel

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: De Maeyer Sven

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project

Abstract

The use of learning analytics and feedback dashboards in education and training is on the rise Flanders and internationally. This is also stimulated by current education and training organizational policy that calls for more monitoring and evaluation research. This project aims to stimulate fundamental research into the effectiveness of feedback dashboards for learners in education and training contexts.

Researcher(s)

• Promoter: Donche Vincent
• Co-promoter: De Maeyer Sven
• Co-promoter: Gijbels David
• Co-promoter: Vanhoof Jan
• Fellow: Willems Jonas

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

Problem solving is an essential skill for learning and living in the 21st century knowledge-based society. Preschool age is the ideal moment to foster problem-solving skills. Until now, little is known on how preschoolers solve STEM-related problems. This research project aims to develop an instrument to assess STEM-related problem-solving skills and processes in preschoolers. Assessing preschoolers' problem solving can increase the scientific knowledge base while helping to develop effective learning activities to foster their problem-solving skills. The development of a prototype is done in three steps. Through a scoping review, a synthesis is made of the existing scientific literature on assessing preschoolers' STEM-related problem-solving skills and processes. Based on the results of the review, a Delphi study is conducted. In close cooperation with a panel of researchers and practitioners, this results in a framework for assessing STEM-related problem-solving skills and processes in preschoolers. By conducting Design-Based Research, this framework is further developed into a prototype of a problem-solving assessment instrument that can be used by teachers in real classroom practice.

Researcher(s)

• Promoter: De Maeyer Sven
• Fellow: Van Elsen Joris

Research team(s)

• EduBROn

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

Learning how to write is of key importance for students' success in higher education and beyond. This research project aims to design instructional principles that help teachers to teach students in secondary education to write argumentative texts. Current research shows that in order to be able to write high quality texts, students require conceptual knowledge on what defines a high-quality text. However, within writing research, insight in how to build conceptual knowledge is rather scarce. Other domains such as Physics and problem-solving point towards how comparing exemplars develops conceptual knowledge. The question arises to what extent learning from exemplars through comparing also extends students' conceptual knowledge of text quality. How does the learning process occur? Does it improve students' own writing and in which conditions? From previous research we can only assume that students will learn from comparing exemplary texts. Investigating the questions mentioned above through research is essential. Using a quasi-experimental design, together with data collection in an authentic school setting will provide answers. Moreover, this research will result in evidence-based instructional design principles to teach students how to write argumentative texts in secondary education.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Lesterhuis Marije
• Co-promoter: Van Gasse Roos
• Fellow: Mombaers Tine

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

During my sabbatical leave I have two main goals: (1) the development of a research proposal for an ERC Advanced Grant on learning from comparing in competence development; (2) analyse eye-tracking data gathered on judges performing CJ on a writing task. Both goals are inspired by my experience and insights gained through the IWTSBO project D-PAC in which we studied the merits of comparative judgement in assessing competences. For the first goal I will conduct a systematic literature review on the recent literature on learning from comparing. This will result in a state-of-the-art piece of the proposal, but will also result in a database of studies ready for a systematic review study. I will visit the Turku EyeLabs in order to develop a sound research plan that focusses on eye-tracking research supporting insights in how students learn from comparing each-other's pieces of student work. More specifically this will result in a competitive research proposal for an ERC Advanced Grant in cooperation with Johanna Kaakinen, the coordinator of the Turku EyeLabs. The second goal is to write an article in which I will delve into the processes of judges that use comparative judgement to judge writing assignments. For this article the data are already gathered in a previous project. 230 processes of judgement are recorded with an eye-tracking device. This data needs further processing and analysis.

Researcher(s)

• Promoter: De Maeyer Sven

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This research project aims to understand the process of how students differ in watching online instructional videos in a flipped classroom and how different strategies of processing these videos before attending the classroom are related to differences in student in-classroom behavior and student academic performance. Three research questions are put forward: RQ1: Can we detect patterns in students watching behavior while learning from instructional videos that are indicative of the learning strategies students use to cognitively process the information in these videos? RQ2: How are differences in students processing strategies while learning from instructional videos in a flipped classroom related to differences in students' in-classroom learning behavior ? RQ3: How are differences in students processing strategies while learning from instructional videos in a flipped classroom related to differences in student academic performance? Research question one will be investigated in a lab study in which 90 students in social sciences will participate. Research questions two and three will be investigated in a field study in a statistics course in the faculty of social sciences. Both the lab study and the field study will combine trace data with qualitative data.

Researcher(s)

• Promoter: Gijbels David
• Co-promoter: De Maeyer Sven
• Fellow: Gijsen Marijn

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Research has shown that Alzheimer (AD) patients manifest deterioration in language production. The current (diagnostic) instruments for language assessment (in general, as well as in relation to dementia) largely focus on product measures, such as phrase length and number of errors. However, the processes leading to spoken and written text production provide insight into language ability as well. This research project aims to develop valid sentence production tasks that enable researchers and clinicians to adequately characterize the longitudinal decline of on-line written language production in AD. These aims will be addressed in three consecutive studies: 1. an exploratory study, 2. a cross-sectional study, and 3. a longitudinal study. Since findings from previous research indicate the need for a screening task that assesses multiple components of language, we will combine writing tasks that focus on motor (physical typing skills), cognitive (mind) and linguistic (language) aspects. Therefore, during an exploratory study we aim to develop a number of highly controlled sentence production tasks that assess a set of predefined cognitive and linguistic process aspects. Exploratory study In the exploratory study, we aim to initially develop 60 picture combination cards; groups of separate pictures that elicit a written sentence. During the experiment, participants are instructed to include the objects depicted when producing a sentence and to link them with a verb that fits the situation. The observation method used is keystroke logging via the in-house developed tool Inputlog, which is non-intrusive, time-saving, and hence cost-reducing, when compared to other tools or techniques. By using validated pictures we can easily predetermine the words participants will probably use when producing a sentence and hence monitor specific word characteristics that influence cognitive pauses. Recent explorations on related linguistic data proved the discriminatory power of determiners, nouns, verbs (and adjectives) for distinguishing between participant groups. Therefore, these word categories will be the main focus of the elicited sentences. Cross-sectional and longitudinal study Based on the findings of the exploratory study, the number of picture combination cards needed (via statistical techniques like Generalizability and Design study) will be reduced to an optimal minimum. In the experimental cross-sectional study patients with mild cognitive impairment (MCI), mild AD and a healthy control group will be involved. The participants will be asked to perform a brief copy task (motor and typing skills) and to produce sentences (cognitive and linguistic skills) based on randomly selected picture combination cards. Finally, in the longitudinal study, the cross-sectional study will be replicated after six and twelve months in order to document the (potential) cognitive decline. We will opt for mixed effects models in which the random effects of subjects, sentences and words are modeled. A secondary goal of this research project is to further automatize data analysis and report generation allowing clinicians to interpret the data instantly. Since we trigger predefined nouns, verbs and adjectives in our study, we should be able to further automatize the analysis and reporting via Inputlog.

Researcher(s)

• Promoter: Leijten Mariëlle
• Co-promoter: De Maeyer Sven
• Fellow: Meulemans Catherine

Research team(s)

• Management

Project type(s)

• Research Project

Abstract

Bus Drivers are obliged to follow a permanent schooling during their career. The sector of bus drivers in Belgium has developed an envelope of courses and trainingen that bus drivers can follow. This project has a two-fold goal: (1) exemplary investigate the effectiveness of a limited number of trainings in this envelope; (2) develop a framework and methodology to analyse all the courses and trainings on their effectiveness.

Researcher(s)

• Promoter: De Maeyer Sven

Research team(s)

• EduBROn

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

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

Research has shown that Alzheimer (AD) patients manifest deterioration in language production. The current (diagnostic) instruments for language assessment (in general, as well as in relation to dementia) largely focus on product measures, such as phrase length and number of errors. However, the processes leading to spoken and written text production provide insight into language ability as well. This research project aims to develop valid sentence production tasks that enable researchers and clinicians to adequately characterize the longitudinal decline of on-line written language production in AD. These aims will be addressed in three consecutive studies: 1. an exploratory study, 2. a cross-sectional study, and 3. a longitudinal study. Since findings from previous research indicate the need for a screening task that assesses multiple components of language, we will combine writing tasks that focus on motor (physical typing skills), cognitive (mind) and linguistic (language) aspects. Therefore, during an exploratory study we aim to develop a number of highly controlled sentence production tasks that assess a set of predefined cognitive and linguistic process aspects. Exploratory study In the exploratory study, we aim to initially develop 60 picture combination cards; groups of separate pictures that elicit a written sentence. During the experiment, participants are instructed to include the objects depicted when producing a sentence and to link them with a verb that fits the situation. The observation method used is keystroke logging via the in-house developed tool Inputlog, which is non-intrusive, time-saving, and hence cost-reducing, when compared to other tools or techniques. By using validated pictures we can easily predetermine the words participants will probably use when producing a sentence and hence monitor specific word characteristics that influence cognitive pauses. Recent explorations on related linguistic data proved the discriminatory power of determiners, nouns, verbs (and adjectives) for distinguishing between participant groups. Therefore, these word categories will be the main focus of the elicited sentences. Cross-sectional and longitudinal study Based on the findings of the exploratory study, the number of picture combination cards needed (via statistical techniques like Generalizability and Design study) will be reduced to an optimal minimum. In the experimental cross-sectional study patients with mild cognitive impairment (MCI), mild AD and a healthy control group will be involved. The participants will be asked to perform a brief copy task (motor and typing skills) and to produce sentences (cognitive and linguistic skills) based on randomly selected picture combination cards. Finally, in the longitudinal study, the cross-sectional study will be replicated after six and twelve months in order to document the (potential) cognitive decline. We will opt for mixed effects models in which the random effects of subjects, sentences and words are modeled. A secondary goal of this research project is to further automatize data analysis and report generation allowing clinicians to interpret the data instantly. Since we trigger predefined nouns, verbs and adjectives in our study, we should be able to further automatize the analysis and reporting via Inputlog.

Researcher(s)

• Promoter: Leijten Mariëlle
• Co-promoter: De Maeyer Sven
• Fellow: Meulemans Catherine

Research team(s)

• Management

Project type(s)

• Research Project

Abstract

Opinions of diverse stakeholders converge into the position that school inspections should not only serve the goal to hold schools accountable, but also to make a contribution to teachers' (views on the) realization of educational quality. Despite this ambition, empirical evidence indicates that inspections generally do not meet this development-oriented goal. The foundation of this study is that one cannot understand why inspections are (un)effective without grasping the role of emotions and the professional identity of teachers in this process. When mechanisms for evaluations (like inspections) postulate a conceptualization of 'a (good) teacher' that differs from the professional conceptions that teachers hold themselves, the professional identity of teachers can get affected. Teachers' efforts to address the 'inspection imposed expectations' are also found to go together with the experience of intense emotions. Positive emotions related to the inspection may be a source for teachers' motivation and job satisfaction. However, teachers experience negative emotions when their conceptualizations of well-nourished ideas and practices are being questioned. Also the question arises whether there are differences between teachers in different schools with regard to the impact of inspections on their emotions and their professional identity. School characteristics are said to have a strong influence on teachers' reactions on the inspection. This indicates that the interplay of individual aspects of emotions and professional identity on the one hand and school characteristics on the other hand may help to understand the impact of inspections. A carefully designed multi method approach is used. The ecological validity of the conceptual framework is guaranteed on the basis of a review study and explorative in-depth interviews. In the quantitative part of the empirical phase, written surveys are organized in a representative sample of 40 Flemish primary schools. Alongside the survey study, in-depth case studies will provide qualitative data. 12 teachers out of 4 primary school teams will be followed. During 10 months we will carefully map emotions and the professional identity of teachers that are in the process of being inspected. Data are gathered using document analysis and semi-structured in-depth interviews. Additionally, a network perspective will enrich the understanding of effects of inspection on emotions and professional identity in the selected cases.

Researcher(s)

• Promoter: Vanhoof Jan
• Co-promoter: De Maeyer Sven
• Fellow: Quintelier Amy

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project

Abstract

Schools and teachers around the world are facing a growing diversity and increasing complexity (social inequality, labeling, …). In the past, pupils' assignments to classrooms and schools have rather fostered segregation than encouraged inclusion. Today, we see a tendency towards more inclusive learning environments (cf. amongst others, the UN Convention of 2007, ratified by Belgium in 2009). However, this poses enormous challenges to the professional development of (pre-service) teachers and teams. The main objective of the project 'POTENTIAL', Power to Teach All, is to develop the competences of (pre-service) teachers and school teams to create inclusive learning environments. This objective is valuable both from a social and economic perspective. From a social perspective, the project 'POTENTIAL' aims at reducing segregation in education. From an economic perspective, the value of the project 'POTENTIAL' lies in the creation of maximal development and learning opportunities in order to maximize the societal potential of all children's and youngsters' talents.

Researcher(s)

• Promoter: Struyf Elke
• Co-promoter: De Maeyer Sven

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 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: Rymenans Rita

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

This research project investigates whether the instruments schools use during self evaluation result in a valid and reliable picture of the school. The extent to which self reporting scores based on self evaluation instruments are influenced by reliability-threatening features of the respondent, the instrument and the context in which the instrument is used is studied. Therefore the following research methods are applied: study of literature, review-study, secondary data analyses, mixed-method research and a survey.

Researcher(s)

• Promoter: De Maeyer Sven
• Fellow: Faddar Jerich

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

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The Flemish government experiences the need for a screening-instrument for new citizens. More specificly there is a need to screen the new citizens comptence, knowledge and attitudes that are covered in the module "Social orientation". This research project has the goal to develop and validate such a screening-instrument through a scientific research.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Rymenans Rita

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

This study explores the relationship between recent models in goal theory and in students' approaches to learning. Moreover, it examines whether goal theory might help gain more insight in dissonant orchestrations in students' study approaches. A sample of first year students will be asked to fill out the revised MSLQ and SPQ. Afterwards, students whose approaches to studying seem theoretically difficult to interpret will be interviewed in-depth.

Researcher(s)

• Promoter: De Maeyer Sven

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

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

School-effectiveness research hasn't paid attention to the influence of school-characteristics on the learning proces of pupils. This research aims at the influence of learning-style characteristics on the achievement of pupils, and the intermediating effect of school characteristics on this relation. Data gathered on the learning styles of pupils are related to data on school characteristics and achievement measures of these pupils. These data are gathered for an extended school effectiveness-research in technical and vocational secundary education in Flanders.

Researcher(s)

• Promoter: De Maeyer Sven

Research team(s)

• EduBROn

Project type(s)

• Research Project