Does implementation of competence-based education mediate the impact of team learning on student satisfaction?

Competence-based education (CBE) is an innovation in (vocational) education aimed at improving students’ competences. Little is known, however, about the processes leading to successful implementation of CBE and about its outcomes. This study investigates the effects that the level of CBE implementation has on student satisfaction (regarding the quality of education, guidance, and the development of interpersonal and general vocational skills) and to what extent CBE implementation mediates the relationship between teacher team learning activities and student satisfaction. To this end, data was gathered from 662 teachers belonging to 46 teacher teams in senior secondary vocational education in the Netherlands, and their students. Multilevel structural equation modelling revealed that teacher team learning was positively associated with te implementation of CBE. Furthermore, CBE had a positive effect on student satisfaction with quality of education, guidance, and development of interpersonal skills; however, no significant effect was found on student satisfaction with the development of general vocational skills. These results indicate that implementation of CBE has, to some degree, fulfilled its promise of better preparing students for their future workplace and that teacher team learning can support the further implementation of CBE

How, and why, do Western and non-Western students' views of science differ?

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Does Implementation of Competence-Based Education Mediate the Impact of Team Learning on Student Satisfaction.

Competence-based education (CBE) is an innovation in (vocational) education aimed at improving students’ competences. Little is known, however, about the processes leading to successful implementation of CBE and about its outcomes. This study investigates the effects that the level of CBE implementation has on student satisfaction (regarding the quality of education, guidance, and the development of interpersonal and general vocational skills) and to what extent CBE implementation mediates the relationship between teacher team learning activities and student satisfaction. To this end, data was gathered from 662 teachers belonging to 46 teacher teams in senior secondary vocational education in the Netherlands, and their students. Multilevel structural equation modelling revealed that teacher team learning was positively associated with te implementation of CBE. Furthermore, CBE had a positive effect on student satisfaction with quality of education, guidance, and development of interpersonal skills; however, no significant effect was found on student satisfaction with the development of general vocational skills. These results indicate that implementation of CBE has, to some degree, fulfilled its promise of better preparing students for their future workplace and that teacher team learning can support the further implementation of CBE

Does Implementation of Competence-Based Education Mediate the Impact of Team Learning on Student Satisfaction.

Competence-based education (CBE) is an innovation in (vocational) education aimed at improving students’ competences. Little is known, however, about the processes leading to successful implementation of CBE and about its outcomes. This study investigates the effects that the level of CBE implementation has on student satisfaction (regarding the quality of education, guidance, and the development of interpersonal and general vocational skills) and to what extent CBE implementation mediates the relationship between teacher team learning activities and student satisfaction. To this end, data was gathered from 662 teachers belonging to 46 teacher teams in senior secondary vocational education in the Netherlands, and their students. Multilevel structural equation modelling revealed that teacher team learning was positively associated with te implementation of CBE. Furthermore, CBE had a positive effect on student satisfaction with quality of education, guidance, and development of interpersonal skills; however, no significant effect was found on student satisfaction with the development of general vocational skills. These results indicate that implementation of CBE has, to some degree, fulfilled its promise of better preparing students for their future workplace and that teacher team learning can support the further implementation of CBE

How, and why, do Western and non-Western students' views of science differ?

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Dialogic research in a diverse globalizing world: Ways of valuing local voices in multi-partner design research including both developing and developed countries

ABSTRACT: The science education literature is by and large limited to cases in individual countries of which the majority is Western. Consequently, little is known of the actual practice of doing research in the 21st century science education for a diverse global community which includes both developing and developed countries. By drawing on our experiences in a global research project entitled Science Education for Diversity we aim at concretizing this practice. The purpose of this collaborative research project between the UK, the Netherlands, Turkey, Lebanon, India and Malaysia was to (i) understand how the partner countries address the issue of diversity and (ii) use the results to improve science education in terms of responding more effectively to the new cultural diversity of students and benefit students in Western and non-Western countries involved in the project. Particularly, in this contribution, we highlight the dialogic way according to which the project was setup and by which we are currently collaborating, that is, by valuing the local voices as they are in a project with both developing and developed countries. Furthermore, we identify several successes and challenges in this kind of multi-partner global research, and how they are related to social, cultural, and practical aspects of our research. In so doing, we develop a number of principles for the practice of doing research in the 21st century science education for a diverse global community