Vier Jaar Voorrangsbeleid Brussel

2006 ◽  
Vol 76 ◽  
pp. 49-63
Author(s):  
Mieke Devlieger ◽  
Greet Goossens
Keyword(s):  
Research Question ◽  
Evaluation Study ◽  
Language Teachers ◽  
Central Research ◽  
Teachers Perceptions ◽  
Quantitative And Qualitative Research ◽  
School Counsellors ◽  
Language And Education ◽  
The University ◽  
The Impact

Since the 1990's the schools in Brussels schools have had a considerable amount, sometimes 100%, of non-native speakers of Dutch who are not confronted with Dutch outside the school walls and for whom Dutch often is their third of fourth language. Teachers experience this educational setting as extremely difficult and unique. In order to structurally enhance the quality of education, the Priority Policy Brussels (PPB) was started in 2000. Its goal is to make up for pupils' learning and developmental arrears by increasing teachers' professionalism through practice- and needs-based, long-term and made-to-measure support of local school teams by expert school counsellors. The Centre for Language and Education was (in partial collaboration with the Centre for Intercultural Education from the University of Gent) appointed to conduct a longitudinal evaluation study of the PPB. Throughout various stages of quantitative and qualitative research the central research question considered the impact of the PPB on teachers' perceptions and on teachers' actions and pupils' language testing results. This article reports on this study and its (mainly positive) results.

scholarly journals The impact of multilingual education policy on university language teachers’ professional development

2020 ◽  
Vol 84 ◽  
pp. 77-84
Author(s):  
Hao Xu ◽  
Shi Pu
Keyword(s):  
Teaching Practice ◽  
Language Teachers ◽  
Pedagogical Innovation ◽  
Teachers Perceptions ◽  
Multilingual Education ◽  
Cast Doubt ◽  
Teachers Professional Development ◽  
The University ◽  
The Impact

This article reports on a case study that investigated language teachers’ perceptions of a newly launched multilingual programme in a Chinese university. Forty-one teachers from the university were interviewed. Data analysis reveals that the teachers perceived the new programme as an administration-dominated initiative that would impact on their teaching practice and research engagements. Particularly, they questioned the viability of its pedagogical innovation, and cast doubt on its implications in terms of what type of knowledge and research would be valued. They also viewed the new programme as a form of institutionalisation, resulting in the reallocation of resources within the university. These perceptions demonstrate how the innovative programme, imposed as a policy initiative, could influence the ecosystem of the whole university and affect its sustainable development.

scholarly journals Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

2019 ◽  
Vol 7 (2) ◽  
pp. 148
Author(s):  
Dr. David Wealthy Guerrero
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
General Purpose ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Research Production ◽  
English Language Teachers

<p><em>This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment. </em></p><em></em><em></em>

scholarly journals Pandemic challenges and models of democracy

2021 ◽  
Vol 11 (3-4) ◽  
pp. 196-205
Author(s):  
Leszek Koczanowicz
Keyword(s):  
Research Question ◽  
Democratic Society ◽  
Social Solidarity ◽  
Central Research ◽  
Democratic Development ◽  
Democratic Societies ◽  
Political Form ◽  
The Impact ◽  
Models Of Democracy

Abstract This article examines the impact of a pandemic on democratic societies. The central research question is the extent to which a pandemic can alter the trajectory of social and ethical democratic development nationally and internationally. Therefore, the article examines contemporary controversies in democratic society in the aftermath of a pandemic. The leading hypothesis is that the pandemic should reinforce the need for social solidarity, but it is unclear what political form this need will take: populism or deliberative/nonconsensual democracy.

scholarly journals Bringing Biometric Sensors to the Classroom: A Fingerprint Acquisition Laboratory for Improving Student Motivation and Commitment

2020 ◽  
Vol 10 (3) ◽  
pp. 880 ◽  
Author(s):  
Bogicevic Sretenovic ◽  
Milenkovic ◽  
Jovanovic ◽  
Simic ◽  
Minovic ◽  
...  
Keyword(s):  
Data Acquisition ◽  
Flipped Classroom ◽  
Opportunity To Learn ◽  
Student Learning Outcomes ◽  
Evaluation Study ◽  
Biometric Data ◽  
Biometric Technology ◽  
Different Types ◽  
The University ◽  
The Impact

This paper presents a research study conducted in a specially developed laboratory for biometric engineering education. The laboratory gives students an opportunity to learn more about fingerprint acquisition and analyze the impact of acquisition on other parts of the biometric authentication process. An IoT approach was used, as different types of sensors (biometric sensors, thermometer, and humidity sensor) and components (heaters and workstations) were included in setting up a working surface for biometric data acquisition. Working surfaces create a network where data collected from each working station is recorded in a database. In parallel with biometric data acquisition, environmental condition parameters are recorded. Collected data is available to students for later analysis through the use of a specially developed visualization tool. In order to fully utilize the possibilities the laboratory provides, a flipped classroom approach was used. An evaluation study was done as a part of the course of Biometric technology held at the University of Belgrade. Research results show improvements in student learning outcomes and motivation.

scholarly journals Fearing the stranger? Homiletical explorations in a fear-filled world

2019 ◽  
Vol 75 (4) ◽  
Author(s):  
Ian A. Nell
Keyword(s):  
South African ◽  
Research Question ◽  
Central Research ◽  
Depth Analysis ◽  
Culture Of Fear ◽  
African Soil ◽  
Politics Of Fear ◽  
To Come ◽  
The Impact ◽  
The Stranger

The large number of xenophobic attacks that broke out in different places in South Africa during 2008 was still continuing unabated 10 years later. We were stressed to come to terms with the reality that this occurred in a country that is globally considered to be an example of reconciliation. It is clear that we were confronted by the politics of fear, which were manifested in xenophobia and all the other -isms. In this article, the primary causes of these xenophobic outbreaks were scrutinised and placed within the wider framework of a culture of fear. The central research question is: Why are we still struggling with this phenomenon more than a decade after it first appeared on South African soil? In-depth analysis will be performed on what is lying behind the culture of fear underlying these acts of violence. After exploring some of the factors related to a culture of fear by making use of a sociological frame, the author moved on to answer a second question: How do we, as preachers, researchers and practical theologians, respond in a theological way to the challenges posed by a xenophobic culture in our preaching activities? Finally, the impact of violence and fear on the practice of preaching within a Christian context was discussed.

Playing by the Rules: Agency Policy and Procedure in Service Experience of IPV Survivors

2017 ◽  
Vol 35 (21-22) ◽  
pp. 4640-4665 ◽  
Author(s):  
Leila Wood ◽  
Laurie Cook Heffron ◽  
Molly Voyles ◽  
Shanti Kulkarni
Keyword(s):  
Partner Violence ◽  
Help Seeking ◽  
Research Question ◽  
Code Of Conduct ◽  
The United States ◽  
Transitional Housing ◽  
Ripple Effect ◽  
Central Research ◽  
The Impact ◽  
Agency Policy

More than 1,800 programs exist in the United States, providing not only shelter but also transitional housing, advocacy and support, transportation, legal aid, and group and individual counseling for women who have experienced intimate partner violence (IPV). Shelter and transitional housing provide critical support for survivors, but have also been critiqued for having too many restrictive rules and code of conduct. More information is needed about the impact of rules and agency policy on women seeking services in IPV residential settings. This qualitative study explored the central research question, “How do rules shape IPV residential environment and survivor experiences in services?” Twenty-five women in four programs in two states who were currently residing in IPV residential services were interviewed about their experiences. Data were analyzed using grounded theory methods. Findings indicated rules affect individual survivors’ and families’ experiences and responses in services and of healing from IPV (micro), the relationships among residents and between residents and staff (mezzo), and participants’ relationships with the agency as an institution and the help-seeking community (macro). An intriguing paradox is noted in that at their best, rules provide stability and motivation for some survivors. At their worst, rules create isolation and force exit from shelter into unsafe circumstances, causing a ripple effect of impact. Implications include the need to restructure rules and policies collaboratively with residents, and reduce the amount of rules used in services. Addressing rules will better enable IPV services to be survivor-centered and trauma-informed, ultimately increasing safety and healing.

scholarly journals Parenting Styles as a Determinant of Career Choice among Undergraduates with Disabilities at the University of Ilorin

2021 ◽  
Vol 13 (2) ◽  
pp. 26-43
Author(s):  
Florence Bosede Famolu
Keyword(s):  
Career Choice ◽  
Parenting Styles ◽  
Career Guidance ◽  
Research Question ◽  
Study Data ◽  
Professional School ◽  
School Counsellors ◽  
Significant Difference ◽  
The University ◽  
Descriptive Survey

Several factors have emerged as a major concern in parenting styles as a determinant of career choice among undergraduates with disabilities at the University of Ilorin. This study examined the importance of parenting styles as a determinant of career choice including the concepts of gender, religion, age and level. A descriptive survey designed was adopted. The population consists of undergraduates with disabilities at the University of Ilorin, Kwara State. One research question was raised and four null hypotheses were postulated in the study. Data were collected using a questionnaire tagged “Parenting Styles as a Determinant of Career Choice among Undergraduates with Disability (PSDCCUDQ)”. Data analysis was done using t-test and Analysis of Variance (ANOVA). The results obtained revealed that discussing the problem that many encountered during the ‘choosing my choice of career’ is the most influential parenting style as a determinant of career choice among undergraduates with disabilities at the University of Ilorin. The findings of the study also revealed that there were no significant differences in the perception of respondents on parenting styles as a determinant of career choice based on gender, age, religion but there was a significant difference in the respondents’ perception on parenting styles as a determinant of career choice based on level. Based on the findings of this study, it was recommended that professional school counsellors should provide collaborative support and training to parents on career guidance.

Mastery Goal Orientation Promoting Students’ Expectancies for Success And Self-Efficacy

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Gulseren SEKRETER
Keyword(s):  
Goal Orientation ◽  
Quantitative Data ◽  
Positive Impact ◽  
Research Question ◽  
Value Theory ◽  
Achievement Goal ◽  
Central Research ◽  
The Face ◽  
Goal Motivation ◽  
The Impact

The purpose of this research is to examine the impact of Achievement Goal Motivation Theory on students’expectancies for success, beliefs about ability, usefulness, importance and interest for the mathematics subject.Research asserts that possessing mastery-learning- oriented motivation has a more positive impact on students’expectancies for success, beliefs about ability, usefulness, importance and interest for mathematics. This researchapplies a quantitative method of study. Quantitative data have been analysed using Wigfield and Eccles’sExpectancy–Value Theory Achievement Questionnaire in order to assess student’s expectancies for success, abilitybeliefs and subjective task values. In the case study of a private Suleyman Sah University, Turkey, the focus of thequestionnaire has been derived from the central research question: How applications of Achievement Goal Theoryaffect students’ expectancies for success, beliefs about ability, usefulness, importance and interest for mathematics?The questionnaire was given to 40 students who were selected randomly in mathematics class. Also, in order toidentify students’ goal orientation, Elliot’s AGQ (Achievement Goal Questionnaire) was applied to those students.Their Achievement Goal motivation types were compared to their beliefs about ability, usefulness, importance andinterest for mathematics. Based on the quantitative data analysis, it was concluded that students with masterylearninggoal orientation have more expectancies for success, for them mathematics is a more useful and importantsubject, and, most importantly, they show more interest for the subject. These are very important components tobe persistent in the face of difficulties and obstacles on the way to achievement in teaching mathematics.

Developing the “Will”: The Relationship between Teachers’ Perceived Policy Legitimacy and Instructional Improvement

2019 ◽  
Vol 121 (3) ◽  
pp. 1-44
Author(s):  
Jihyun Kim ◽  
Min Sun ◽  
Peter Youngs
Keyword(s):  
Teacher Evaluation ◽  
Survey Data ◽  
Research Question ◽  
Evaluation Criteria ◽  
Performance Standards ◽  
Teachers Perceptions ◽  
Teacher Survey ◽  
Evaluation Policies ◽  
School Supports ◽  
The Impact

Background/Context As part of a nationwide initiative that re-conceptualized teacher evaluation, Virginia issued the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers on July 1, 2012; these guidelines marked a significant overhaul of the state's approach to teacher evaluation. Previous studies examined the impact of teacher evaluation policies on student achievement, but there has been little empirical research on factors that lead teachers to change their instructional practices in response to teacher evaluation. Purpose/Objective/Research Question/Focus of Study We focused on an important element of policy implementation: teachers’ perceptions of the legitimacy of teacher evaluation policies. Specifically, we asked: 1) How do teachers’ perceptions of the legitimacy of teacher evaluation policies influence their efforts to improve their instruction? and 2) What school supports are associated with an increase in teachers’ perceived policy legitimacy? Our examination of teachers’ perceived legitimacy of teacher evaluation policies is critically important because individuals’ beliefs affect their willingness to respond to externally initiated reform in productive ways and to generate sustainable changes in instruction. Research Design To examine the potential impact of teachers’ perceived legitimacy of teacher evaluation policies on their instruction and the effects of various supports on teachers’ perceptions, we drew on teacher survey data and teacher evaluation ratings from two school districts in Virginia. We collected two years of teacher survey data, and three years of teacher evaluation ratings. Combining two different data sets, we provided evidence of an association between teachers’ perceived legitimacy of teacher evaluation policies and their instructional practice. Conclusions/Recommendations Our findings indicate that teachers’ perceived legitimacy of evaluation policies is positively correlated with their likelihood of taking actions to improve their instruction. That is, developing teachers’ perceptions of policy legitimacy seems to be a fruitful strategy for promoting changes in instruction. Moreover, teachers’ perceived legitimacy of teacher evaluation policies seems to have a positive relationship with various school supports, such as principal leadership, professional development, and time and resources. “The consequences of even the best planned, best supported, and most promising policy initiatives depend finally on what happens as individuals throughout the policy system interpret and act on them … Policy success depends critically on two broad factors: local capacity and will.” (McLaughlin, 1987, p. 172)

Sign in / Sign up

Export Citation Format

Share Document