Op welke bronnen zijn de tools gebaseerd?

Interviewtool leraren

  • Meirink, J. A., Meijer, P .C., Verloop, N., & Bergen, T. C. M. (2009a). How do teachers learn in the workplace? An examination of teacher learning activities. European Journal of Teacher Education. 32, 209-225
  • Meirink, J. A., Meijer, P. C., Verloop, N., & Bergen, T. C. M. (2009b). Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning. Teaching and Teacher Éducation, 15, 89-100
  • Mama, M., & Hennessy, S. (2013). Developing a typology of teacher beliefs and practices concerning classroom use of ICT. Computers & Education, 68, 380-387.

Zelfregulatietool

  • Vandevelde, S., Keer, H. van, Rosseel, Y. (2013). Measuring the complexity of upper primary school children’s selfregulated learning: A multi-component approach. Contemporary Educational Psychology, 38, 407-425. Instrument: CP-SRLI.

Motivatietool

  • Sol, Y.B. & Stokking, K.M. (2008). Het handelen van docenten in scholen met een vernieuwend onderwijsconcept. Ontwikkeling, gebruik en opbrengsten van een instrument (Kortlopend onderwijsonderzoek. Vormgeving en leerprocessen, 71). Utrecht: Universiteit Utrecht.
  • Guay, F., Vallarand, R.J. & Blanchard, C. (2000). On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion 24 (3), 175-213.
  • Standage, M., Treasure, D. C., Duda, J. L. and Prusak, K. A., 2003. Validity, reliability, and invariance of the Situational Motivation Scale (SIMS) across diverse physical activity contexts. Journal of Sport and Exercise Psychology, 25 (1), pp. 19-43.
  • Sol, Y.B. & Stokking, K.M. (2009). Mondelinge feedback bij zelfstandig werken. Interactie tussen docenten en leerlingen in het VO. Utrecht: Universiteit Utrecht.

Observatietool

  • ICALT observatie instrument
  • Van de Grift, W., Helms-Lorenz, M. & Maulana, R. (2014). Teaching skills of student teachers: Calibration of an evaluation instrument and its value in predicting student academic engagement . Studies in Educational Evaluation , 43, 150-159. 10.1016/j.stueduc.2014.09.003
  • Kim Stroet (2014). Studying motivation in classrooms. Effects of teaching practices on early adolescents’ motivation (proefschrift). Rijksuniversiteit Groningen.
  • Tomlinson, Brimijoin & Narvaez (2008). The Differentiated School: Making Revolutionary Changes in Teaching and Learning: Differentiated Instruction.

Autonomietool

  • Weijers, D., Van der Veen, I., Hornstra, L. & Peetsma, T. (2017) Motivating primary school students with different background characteristics: A teacher training in autonomy-support and structure.
  • Belmont, M., Skinner, E., Wellborn, J., & Connell, J. (1988). Teacher as social context: A measure of student perceptions of teacher provision of involvement, structure, and autonomy support (Tech. rep. no. 102). Rochester, NY: University of Rochester.
    De autonomietool is een aangepaste ‘Teacher as Social Context Questionnaire student-report’.

Inzettool

  • Weijers, D., Van der Veen, I., Hornstra, L. & Peetsma, T. (2017) Motivating primary school students with different background characteristics: A teacher training in autonomy-support and structure.
  • Guay, F., Vallarand, R.J. & Blanchard, C. (2000). On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion 24 (3), 175-213.
  • Roede E. (1989). Explaining student investment, an investigation of high school students’ retrospective causal accounts of their investment in school. Academic dissertation. Amsterdam, University of Amsterdam.

Zelfvertrouwentool

  • Duijnhouwer, H. (2010) Feedback effects onstudents’ writing motivation, process and performance. Utrecht university

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