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Stimulating Boundary Crossing Learning in a Multi-Stakeholder Learning Environment for Sustainable Development
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Oonk, Carla; Gulikers, Judith; den Brok, Perry; Mulder, Martin – International Journal of Sustainability in Higher Education, 2022
Purpose: Sustainable development requires multiple stakeholders to work and learn across practices, in other words, it requires boundary crossing competence. To prepare students for their future sustainability professions, higher education should facilitate the development of boundary crossing competence in its curricula. This study aims to…
Descriptors: Sustainable Development, Interdisciplinary Approach, Workshops, Learning
Educating for Innovation: Students' Perceptions of the Learning Environment and of Their Own Innovation Competence
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Ovbiagbonhia, A. R.; Kollöffel, Bas; den Brok, Perry – Learning Environments Research, 2019
Developing students' innovation competence is becoming increasingly important in higher education, yet few studies have actually investigated whether current learning environments are aimed at promoting this competence and whether students perceive that they have mastered this competence. This study aimed to map students' perceptions of the…
Descriptors: Innovation, Educational Environment, Student Attitudes, College Students
Mapping Course Innovation in Higher Education: A Multi-Faceted Analytical Framework
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Tassone, Valentina C.; Biemans, Harm J. A.; den Brok, Perry; Runhaar, Piety – Higher Education Research and Development, 2022
This paper presents a multi-faceted analytical Course Innovation Framework (CIF) that can help institutes of higher education analyze multiple aspects of course innovation. The CIF was constructed by integrating insights from literature, policy documentation and course-innovation practices at Wageningen University and Research in the Netherlands.…
Descriptors: Instructional Innovation, Higher Education, College Curriculum, Curriculum Development
Classroom Interaction Studies as a Source for Teacher Competencies: The Use of Case Studies with Multiple Instruments for Studying Teacher Competencies in Multicultural Classes
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den Brok, Perry; van Eerde, Dolly; Hajer, Maaike – Teachers and Teaching: Theory and Practice, 2010
Dealing with ethnic and linguistic diversity is one of the major challenges in today's education. Therefore, the formulation of competencies for teachers and teacher training should take into account the specific requirements of teaching in multicultural schools. In 2002, a series of small-scale studies were conducted to identify and formulate…
Descriptors: Multicultural Education, Measures (Individuals), Interaction, Case Studies
Students' Perception of Frequent Assessments and Its Relation to Motivation and Grades in a Statistics Course: A Pilot Study
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Vaessen, Bram E.; van den Beemt, Antoine; van de Watering, Gerard; van Meeuwen, Ludo W.; Lemmens, Lex; den Brok, Perry – Assessment & Evaluation in Higher Education, 2017
This pilot study measures university students' perceptions of graded frequent assessments in an obligatory statistics course using a novel questionnaire. Relations between perceptions of frequent assessments, intrinsic motivation and grades were also investigated. A factor analysis of the questionnaire revealed four factors, which were labelled…
Descriptors: Foreign Countries, College Students, Student Attitudes, Student Evaluation
Comparison between Primary Teacher Educators' and Primary School Teachers' Beliefs of Primary Geography Education Quality
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Bent, Gert Jan; Bakx, Anouke; den Brok, Perry – Australian Journal of Teacher Education, 2016
In this study teacher educators' beliefs concerning primary geography education have been investigated and compared with primary school teachers' beliefs. In this study 45 teacher educators and 489 primary school teachers completed a questionnaire, and nine teacher educators have been interviewed as well. It has been found that teacher educators…
Descriptors: Teacher Educators, Teacher Attitudes, Beliefs, Geography
Teacher Research in Dutch Professional Development Schools: Perceptions of the Actual and Preferred Situation in Terms of the Context, Process and Outcomes of Research
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Vrijnsen-de Corte, Marjan; den Brok, Perry; Kamp, Marcel; Bergen, Theo – European Journal of Teacher Education, 2013
This study aims to provide deeper insight into participants' (e.g. school principals, teachers and student teachers) perceptions of the actual and preferred situation in terms of the context, process and outcomes of practice-based research through teachers-as-researchers at Dutch professional development schools. We interviewed eight school…
Descriptors: Professional Development Schools, Foreign Countries, Professional Development, Principals