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Direct linkVeldhuis-Diermanse, A. E.; Biemans, H. J. A.; Mulder, M.; Mahdizadeh, H. – Journal of Agricultural Education and Extension, 2006
Networked learning aims to foster students' knowledge construction processes as well as the quality of knowledge construction. In this respect, it is crucial to be able to analyse both aspects of networked learning. Based on theories on networked learning and the empirical work of relevant authors in this domain, two coding schemes are presented…
Descriptors: Land Use, Interrater Reliability, Educational Practices, Learning Processes
Jongmans, C. T.; Sleegers, P. J. C.; Biemans, H. J. A.; de Jong, F. P. C. M. – Journal of Agricultural Education and Extension, 2004
Against the background of several large-scale innovations in secondary agricultural education, this study explores the relation between teachers' professionality and their participation in school policy. For the research into this, 1,030 teachers of 98 schools for preparatory and secondary agricultural education have filled in two questionnaires.…
Descriptors: Agricultural Education, School Policy, Educational Policy, Teacher Orientation
Peer reviewedBiemans, H. J. A.; Jongmans, C. T.; de Jong, F. P. C. M.; Bergen, T. C. M. – Journal of Agricultural Education and Extension, 1999
According to responses from 145 secondary agriculture teachers and 2,400 students, students thought instructional clarity increased when teachers actively involved them. Systematic differences between teachers' and students' perceptions (especially teachers rating themselves more highly than students did) indicate a need for teachers to reflect on…
Descriptors: Agricultural Education, Instructional Improvement, Reflective Teaching, Secondary Education
Peer reviewedBiemans, H. J. A.; Jongmans, C. T. – European Journal of Agricultural Education and Extension, 1995
Adoption of a learning-to-learn perspective in secondary agricultural education is affected by school policy, inservice training, and teachers' professional orientation. School management and policy must reflect the perspective that fostering the quality of students' independent learning is the central mission. School organizations should become…
Descriptors: Active Learning, Agricultural Education, Educational Philosophy, Educational Policy
