Dynamic quality of teacher interaction in professional learning communities

The quality of teacher interaction is essential for the effectiveness of professional learning communities (PLCs). The current study was based on dynamic systems theory to grasp the complexity of teacher interaction. We examined attractor states and attractor sequences in interaction in two teacher PLCs, using state space grids and orbital decomposition. Results reveal more high-quality attractors in PLC2 than in PLC1. The poster illustrates these analyses and discusses implications and directions for further research.</p

Investigating Feedback on Practice Among Teachers: Coherence of Observed and Perceived Feedback

Despite that benefits of feedback in student learning are reported in much research, little has been reported regarding the use of feedback from teach- ers to other teachers—a key tool in professional development. In this study, we triangulated data from videotaped peer coaching sessions, ques- tionnaires, and interviews regarding 12 primary school teachers in four peer groups in the Netherlands. We focused our research on two issues: the interplay of observed feedback dimensions and elements and perceptions of that feedback. Feedback dimensions were generally effective and the influence of the elements on the dimensions mostly aligned with the expectations. Teachers generally perceived feedback as effective. More- over, effective observed feedback was perceived as effective. Findings indicate that peer coaches should stimulate coached teachers to become goal directed, specific, detailed, and neutral (neither positive nor negative) by using feedback elements so as to optimize feedback processes

The role of feedback and social presence in an online peer coaching program for student teachers

Feedback is essential in any kind of learning. This study focused on feedback in online learning and conceptualized feedback as a social interaction process. Online learning rests on social interaction, which is affected by feelings of social presence. Therefore, we investigated received and perceived online feedback, and the coherence between them. In addition, we studied the influence of social presence on feedback processes. Sixteen Dutch student teachers, who followed a 1 year customized postgraduate teacher education course, engaged in an online peer coaching program using Skype. Data could be collected from 8 different participants and 966 feedback utterances were analysed. In order to determine the quality of this received feedback, an observational instrument was used. In addition, questionnaires were filled in that addressed student teachers’ feedback perceptions and feelings of social presence. Findings showed that participants with higher feedback perceptions received more effective observed feedback than participants with lower perceptions. Feelings of social presence affected perceived and observed feedback, however the social presence items need further validation. This study has practical implications for providing effective online feedback as well as providing a more holistic view on the processes of feedback among teachers

Understanding feedback: A learning theory perspective

This article aims to review literature on feedback to teachers. Because research has hardly focused on feedback among teachers, the review’s scope also includes feedback in class- rooms. The review proposes that the effectiveness of feedback and feedback processes depend on the learning theory adhered to. Findings show that regardless of the learning theory effective feedback is goal- or task-directed, specific, and neutral. In addition, four rules of thumb were formulated that reflect what a majority of learning theories suggested as effective for learning. Finally, some feedback characteristics were considered effective from only one learning theory. The article shows that feedback processes are complicated and many variables influence and mediate the processes. Most reviewed studies did not investigate the whole feedback processes, and therefore, we suggest that future research is needed to further understand feedback

The design and construction of a PhET-based inquiry learning worksheet to develop understanding of the particle-in-a-box model

We report on the design and construction of a worksheet to develop upper secondary school students' understanding of the particle-in-a-box model. We designed a worksheet that guided students' structured-inquiry learning through peer discussion using the PhET simulation 'Quantum Bound States'. The worksheet was improved in three iterative cycles of (re)designing, testing and evaluating, leading to a validated design and tentative design principles. Students' discourse was recorded whilst they were using the worksheet and the PhET simulation in the test phase of each cycle. Analyses of students' discourse informed the redesign of the worksheet for each subsequent cycle, until the design was finalised. The results showed the potential of the simulation to introduce upper secondary school students to the particle-in-a-box model, provided care is taken to accompany student inquiry with a well-developed worksheet as learning support during the lesson

Bacteria Hunt: Evaluating multi-paradigm BCI interaction

The multimodal, multi-paradigm brain-computer interfacing (BCI) game Bacteria Hunt was used to evaluate two aspects of BCI interaction in a gaming context. One goal was to examine the effect of feedback on the ability of the user to manipulate his mental state of relaxation. This was done by having one condition in which the subject played the game with real feedback, and another with sham feedback. The feedback did not seem to affect the game experience (such as sense of control and tension) or the objective indicators of relaxation, alpha activity and heart rate. The results are discussed with regard to clinical neurofeedback studies. The second goal was to look into possible interactions between the two BCI paradigms used in the game: steady-state visually-evoked potentials (SSVEP) as an indicator of concentration, and alpha activity as a measure of relaxation. SSVEP stimulation activates the cortex and can thus block the alpha rhythm. Despite this effect, subjects were able to keep their alpha power up, in compliance with the instructed relaxation task. In addition to the main goals, a new SSVEP detection algorithm was developed and evaluated

Begeleiden en beoordelen van ontwerpgericht onderzoek in studio’s = Supervising and assessing design-based research in studios

In het vernieuwde vak “Educational Design Research (EDR)” van de universitaire lerarenopleiding, Master Educatie in de Bètawetenschappen werken studenten samen volgens de cyclus van EDR (McKeeney &amp; Reeves, 2019) rondom thema’s die leven in scholen uit ons netwerk. Uit een verkennende fase, waarin praktijk en literatuur centraal staan, volgen eerste ontwerpprincipes. Het ontwerp wordt ontwikkeld en verantwoord. Ten behoeve van de implementatie en evaluatie wordt een plan gemaakt. Uit de implementatie en evaluatie volgt een eindverslag. Deze groepsproducten leiden tot een groepscijfer. Daarnaast hebben we in ons ontwerp van EDR een werkwijze ontwikkeld rondom de persoonlijke ontwikkeling van de studenten, die uiteindelijk meeweegt in de bepaling van het individuele cijfer. In deze Ontmoeting werken we aan de hand van het wereldcafé aan het bespreken van deze werkwijze; de manier waarop studiobegeleiders zowel begeleider als beoordelaar zijn; en de rol van studenten en scholen in dit geheel. Ieder onderwerp van discussie wordt aan de hand van drie opeenvolgende vragen besproken: knelpunten, oplossingen, randvoorwaarden. De opbrengst gaat in op het (door)ontwikkelen van dit proces. Daarnaast willen we andere lerarenopleidingen ondersteunen die met vergelijkbare processen werken en leren van/met deze ervaringen