12 found
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  1.  14
    Classroom Time and Achievement in Mixed Age Classes.Simon Veenman, Marinus Voeten & Piet Lem - 1987 - Educational Studies 13 (1):75-89.
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  2.  12
    Training Teachers in Mixed‐Age Classrooms: Effects of a Staff Development Programme.Simon Veenman, Piet Lem & Erik Roelofs - 1989 - Educational Studies 15 (2):165-180.
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  3.  12
    Improving Instruction and Classroom Management Behaviour in Mixed‐Age Classrooms: Results of Two Improvement Studies.Erik Roelofs, Simon Veenman & Jan Raemaekers - 1994 - Educational Studies 20 (1):105-126.
    This article describes the results of a second school improvement study directed at schools with mixed‐age classes, and compares the results of this second study with the first study. The second improvement study examines the effects of a staff development programme which introduced selected findings from teaching effectiveness research into ongoing school settings with mixed‐age classes. In addition to the staff development programme the effects of coaching are also evaluated. In contrast to the first improvement study the staff development programme (...)
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  4.  9
    Active Learning Time in Mixed Age Classes.Simon Veenman, Piet Lem & Ben Winkelmolen - 1985 - Educational Studies 11 (3):171-180.
  5.  37
    Cooperative Learning in Dutch Primary Classrooms.Simon Veenman, Brenda Kenter & Kiki Post - 2000 - Educational Studies 26 (3):281-302.
    This study examines teachers' use and evaluation of cooperative learning along with pupils' reactions to cooperative grouping and the quality of the group cooperation in a sample of Dutch primary school teachers who implemented cooperative learning methods. Teachers reported that cooperative learning occurred in their classrooms about four times a week. Teachers reported social skills, on-task behaviour and pupil self-esteem to improve as a result of having pupils work in groups. The pupils reported a positive attitude towards cooperative group learning (...)
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  6.  23
    Evaluation of a Coaching Programme for Cooperating.Simon Veenman, Eddie Denessen, Jacqueline Gerrits & Jacqueline Kenter - 2001 - Educational Studies 27 (3):317-340.
    SUMMARY In this study, the implementation effects of a programme for the training of coaching skills with Dutch primary school teachers acting as cooperating or supervising teachers for teachers-in-training are described. Coaching is a form of in-class support intended to provide teachers-in-training with feedback on their functioning and thereby stimulate self-reflection and self-analysis to improve instructional effectiveness. Based on the pre- and post-training ratings of coaching conferences with the teachers-in-training, a significant treatment effect was found for the coaching skills concerned (...)
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  7.  13
    Effects of a Pre‐Service Teacher Preparation Programme on Effective Instruction.Simon Veenman, Yvonne Leenders, Paulien Meyer & Mark Sanders - 1993 - Educational Studies 19 (1):3-18.
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  8.  10
    Long‐Term Effects of a Staff Development Programme on Effective Instruction and Classroom Management for Teachers in Multigrade Classes.Simon Veenman & Jan Raemaekers - 1995 - Educational Studies 21 (2):167-185.
    This study describes the long‐term effects of a staff development programme based on selected findings from teaching effectiveness research in schools with multigrade or mixed‐age classes. The short‐term effects of this programme were examined in two studies directed at schools with multigrade classes. The first improvement study was conducted in the school year 1986/87; the second improvement study was conducted in 1989/90. In the latter study, the effects of coaching in addition to participation in the staff development programme were also (...)
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  9.  12
    Creating Cooperative Classrooms: Effects of a Two‐Year Staff Development Program.Karen Krol, Peter Sleegers, Simon Veenman & Marinus Voeten - 2008 - Educational Studies 34 (4):343-360.
    In this study, the implementation effects of a staff development program on cooperative learning (CL) for Dutch elementary school teachers were studied. A pre?test?post?test non?equivalent control group design was used to investigate program effects on the instructional behaviours of teachers. Based on observations of teacher behaviour during cooperative lessons, a statistically significant treatment effect was found for the following instructional behaviours: structuring positive interdependence, individual accountability, social skills and evaluation of the group process. Training effects were also found for the (...)
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  10.  12
    Characteristics of Effective In‐Service Programmes and Activities: Results of a Dutch Survey.Margriet Van Tulder & Simon Veenman - 1991 - Educational Studies 17 (1):25-48.
    The goal of this study is to determine which features effective in‐service activities must have, and to what extent designers of in‐service activities take these features into account. The study is also directed at the relationship between these features of in‐service activities and their implementation and impact characteristics. On the basis of a Delphi‐study, a survey was carried out among teachers, principals, in‐service education and training trainers and school counsellors. This article presents the data gathered on programme participants’ and trainers’ (...)
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  11.  14
    Implementation Effects of a Pre‐Service Training Course for Secondary Education Teachers.Simon Veenman, Jeska Bakermans, Yvonne Franzen & Masja Van Hoof - 1996 - Educational Studies 22 (2):225-243.
    A quasi‐experimental, treatment‐control group investigation was designed to test the effects of a pre‐service training course for secondary education teachers. Previous findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: a model of executive acting directed at well‐structured skills and a model of strategic acting directed at higher‐level thinking strategies. Pre‐ and post‐training comparison of classroom observations by trained observers revealed significantly more effective instruction by the student teachers after training. No treatment effect (...)
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  12.  14
    The Training of Coaching Skills: An Implementation Study.Simon Veenman - 1995 - Educational Studies 21 (3):415-431.
    In this study, the implementation effects of a programme for the training of coaching skills with Dutch school counsellors are described. These school counsellors are expected to provide help and support to primary school teachers. Coaching is a form of in‐class support intended to provide teachers with feedback on their own functioning and thereby stimulate self‐reflection and self‐analysis in order to improve instructional effectiveness. To assist school counsellors in their attempts to coach teachers, a training programme was designed: ‘The school (...)
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