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Voskamp, Anne; Kuiper, Els; Volman, Monique – Educational Studies, 2022
Although self-directed learning is considered important in both educational practice and theory as a 21st century skill and as a means to motivate students, most teachers find it difficult to integrate self-directed learning into their practice. An instrumental case study was conducted to investigate how teachers at four innovative Dutch secondary…
Descriptors: Teaching Methods, Independent Study, Learning Strategies, Self Management
Uiterwijk-Luijk, Lisette; Krüger, Meta; Volman, Monique – Educational Management Administration & Leadership, 2019
Inquiry-based working contributes to teacher professionalization and educational improvements. This article presents the key findings of a qualitative case study carried out in three primary schools in the Netherlands. That study focused on the inquiry-based working of school boards, school leaders and teachers, with the goal of better…
Descriptors: Active Learning, Inquiry, Boards of Education, Educational Improvement
Calor, Sharon M.; Dekker, Rijkje; van Drie, Jannet P.; Zijlstra, Bonne J. H.; Volman, Monique L. L. – Mathematics Education Research Journal, 2020
We investigated whether early algebra lessons that explicitly aimed to elicit mathematical discussions (shift-problem lessons) invoke more and qualitatively better mathematical discussions and raise students' mathematical levels more than conventional lessons in a small group setting. A quasi-experimental study (pre- and post-test, control group)…
Descriptors: Mathematics Instruction, Algebra, Discussion (Teaching Technique), Mathematics Skills