Background: Teacher praise is a powerful tool for enhancing student learning and managing behavioral challenges. However, existing methods for assessing teacher praise are overly simplistic, typically only relying on the frequency of behavioral special praise (BSP) to judge its effectiveness. Teache…
Apprentices' performance after vocational educational training (VET) is commonly attributed to the effectiveness of the training. This implies the assumption that learners’ development of vocational knowledge and ability is significantly affected by vocational instruction. However, the few analyses …
A challenging demand for mathematics teacher students is to produce acceptable scientific mathematical argumentations. We investigated to what extent mathematics teacher students with different levels of prior achievement who collaborated in dyads can be supported in their development of mathematica…
For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task sel…
Does authentic assessment or the perception of it affect how students study and learn? Does practical experience affect how assessment authenticity is perceived? And does practical experience influence how an authentic assessment affects student learning? Mixed methods design yielded insight into th…
This study investigates the influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing over time. This was done in the context of the Interactive Learning group System (ILS®): a large-scale innovation program in Dutch vocational school…
The article addresses clarity and coherence of lesson goals as a scaffold for student learning. In 13 physics classes video recordings of the introductory lesson of two topics were rated with respect to clarity and coherence of the lesson structure. HLM analyses showed a positive effect of classes w…
The following re-conceptualisation of vocational expertise is premised on reconciling contributions from cognitive psychology with those from social and cultural theories of thinking and acting. Relations between the individuals acting and the social practice in which they act are proposed as bases …
The Cognitive Holding Power Questionnaire measures the press for higher and lower order thinking in classroom environments. This paper reports the performance of the instrument in school settings and teachers' roles in pressing students into different kinds of thinking. The reliability of the instru…
There is currently a widening interest in learning in the type of situation where the learnt knowledge is to be deployed - situated learning. However, the understanding of this approach to learning and its outcomes remains incomplete. It remains unclear how situations influence the co-construction o…
