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Wienen, Albert W.; Batstra, Laura; Thoutenhoofd, Ernst; Bos, Elisabeth H.; de Jonge, Peter – European Journal of Special Needs Education, 2019
The widely supported wish for more inclusive education places ever greater expectations on teachers' abilities to teach all children, including those with special needs and challenging behaviours. The present study aimed at the question whether teachers judge pupil behaviour more negatively if there are more children with difficult behaviour in…
Descriptors: Inclusion, Student Behavior, Behavior Problems, Teacher Attitudes
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van der Kleij, Sanne W.; Groen, Margriet A.; Segers, Eliane; Verhoeven, Ludo – Scientific Studies of Reading, 2019
This study investigated in a longitudinal design how 74 Dutch children with dyslexia and 39 typically developing peers differed in sequential versus spatial implicit learning and overnight consolidation, and it examined whether implicit learning related to (pseudo)word reading development in Grades 5 and 6. The results showed that sequential, but…
Descriptors: Cognitive Ability, Predictor Variables, Reading Skills, Reading Instruction
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van der Scheer, Emmelien A.; Bijlsma, Hannah J. E.; Glas, Cees A. W. – School Effectiveness and School Improvement, 2019
A Bayesian IRT-model approach was used to investigate the validity and reliability of student perceptions of teaching quality. Furthermore, the student perceptions were compared with ratings of teaching quality by external observers. Grade 4 students (n = 675) filled out a questionnaire that was used to measure their opinions about the lessons of…
Descriptors: Student Attitudes, Validity, Interrater Reliability, Correlation
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Bakx, Anouke; Van Houtert, Ton; van de Brand, Maartje; Hornstra, Lisette – Educational Studies, 2019
High-ability pupils in primary schools often do not achieve up to their full potential and teachers seem to face difficulties to motivate these pupils. In this study 891 primary school pupils (463 high-ability pupils) were asked about their views on desired characteristics of good teachers by means of an open teacher-spider-questionnaire. The…
Descriptors: High Achievement, Elementary School Students, Student Attitudes, Teacher Competencies
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Koopman, Maaike; Thurlings, Marieke; den Brok, Perry – Research Papers in Education, 2019
In this study, we investigated which teacher characteristics influence student proficiency development regarding fractions in Grade 5 of Dutch primary education. At least three domains of research (i.e. perspectives) on effective teaching can be distinguished: studies focusing on teachers' background characteristics, on their knowledge and…
Descriptors: Foreign Countries, Teacher Characteristics, Mathematics Skills, Elementary School Students
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Magro, Sophia W.; Utesch, Till; Dreiskämper, Dennis; Wagner, Jenny – International Journal of Behavioral Development, 2019
Though it is well-established that self-esteem develops from childhood well into old age, little is known about the processes that influence this change, especially among young populations. This international, cross-sequential study examined the development of self-esteem in 1599 second-graders (Age M[subscript T1] = 7.99, SD[subscript T1] = 0.52…
Descriptors: Self Esteem, Child Development, Grade 2, Elementary School Students
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Inge, Zweers; Bijstra, Jan O.; de Castro, Bram Orobio; Tick, Nouchka T.; van de Schoot, Rens A. G. J. – School Psychology Review, 2019
This study examined which factors were related to placement choices for inclusive regular education or exclusive special education for Dutch students with social, emotional, and behavioral difficulties (SEBD). Students aged 6-11 in three subgroups participated: 45 included and 17 excluded students with SEBD (i.e., educated in regular education…
Descriptors: Foreign Countries, Special Education, Inclusion, Regular and Special Education Relationship
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Landerl, Karin; Freudenthaler, H. Harald; Heene, Moritz; De Jong, Peter F.; Desrochers, Alain; Manolitsis, George; Parrila, Rauno; Georgiou, George K. – Scientific Studies of Reading, 2019
Although phonological awareness (PA) and rapid automatized naming (RAN) are confirmed as early predictors of reading in a large number of orthographies, it is as yet unclear whether the predictive patterns are universal or language specific. This was examined in a longitudinal study across Grades 1 and 2 with 1,120 children acquiring one of five…
Descriptors: Phonological Awareness, Naming, Reading Fluency, Predictor Variables
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Brokamp, Saskia K.; Houtveen, Antonia A. M.; van de Grift, Willem J. C. M. – Journal of Educational Research, 2019
The relationship among students' reading performance, their behavior (task-focused behavior, emotional stability, and compliant behavior) in the classroom, and the teacher's skills was investigated in 66 third-grade classrooms. Results from this study showed the students' reading performance and their behavior in the classroom are all…
Descriptors: Student Behavior, Time on Task, Emotional Response, Compliance (Psychology)
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van der Graaf, Joep; van de Sande, Eva; Gijsel, Martine; Segers, Eliane – International Journal of Science Education, 2019
Inquiry-based lessons have been demonstrated to improve children's scientific thinking (i.e. reasoning abilities and domain-specific knowledge). Although empirical evidence shows that inquiry-based learning requires instruction, research comes from two approaches that have not been bridged yet: direct instruction of scientific reasoning and…
Descriptors: Thinking Skills, Direct Instruction, Active Learning, Inquiry
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van den Berg, Y. H. M.; Stoltz, S. – Journal of Emotional and Behavioral Disorders, 2018
Inclusive education has brought new challenges for teachers, including the search for a suitable place in the classroom for children with externalizing problems. In the current study, we examined whether a careful rearrangement of the classroom seats could promote social acceptance and more prosocial behaviors for children with externalizing…
Descriptors: Social Integration, Behavior Problems, Classroom Techniques, Inclusion
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Köder, Franziska; Maier, Emar – Journal of Child Language, 2018
Children struggle with the interpretation of pronouns in direct speech ("Ann said, 'I get a cookie'"), but not in indirect speech ("Ann said that she gets a cookie") (Köder & Maier, 2016). Yet children's books consistently favor direct over indirect speech (Baker & Freebody, 1989). To reconcile these seemingly…
Descriptors: Story Telling, Personal Narratives, Indo European Languages, Foreign Countries
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de Leeuw, R. R.; de Boer, A. A.; Minnaert, A. E. M. G. – European Journal of Special Needs Education, 2018
Advocates of inclusive education argue that the social inclusion of students with secial educational needs (SEN) increases when they are educated with tyically develoing eers. However, research indicates that this is not aarent for all students with SEN. Students with social, emotional and behavioural difficulties (SEBD) are often socially…
Descriptors: Social Integration, Elementary School Students, Student Attitudes, Special Needs Students
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Faber, Janke M.; Glas, Cees A. W.; Visscher, Adrie J. – School Effectiveness and School Improvement, 2018
In this study, the relationship between differentiated instruction, as an element of data-based decision making, and student achievement was examined. Classroom observations (n = 144) were used to measure teachers' differentiated instruction practices and to predict the mathematical achievement of 2nd- and 5th-grade students (n = 953). The…
Descriptors: Individualized Instruction, Data, Decision Making, Academic Achievement
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Boersma, Tiffany; Baker, Anne; Rispens, Judith; Weerman, Fred – First Language, 2018
Morphophonological processing involves the phonological analysis of morphemes. Item-specific phonological characteristics have been shown to influence morphophonological skills in children. This study investigates the relative contributions of broad phonological skills and vocabulary to production and judgement accuracies of the Dutch past tense…
Descriptors: Indo European Languages, Morphemes, Phonology, Language Processing
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