Ongoing projects

Learning scenarios to support inclusive language and culture education for heterogeneous school classes (E-Learnscene). 01/09/2020 - 31/08/2023

Abstract

Through numerous language policy initiatives on the one hand and new findings from language teaching research on the other, existing input-oriented language acquisition and learning models have been replaced by an output- and competence-oriented language acquisition and learning perspective, at the same time demonstrating the complexity and dynamics of language acquisition by multilingual individuals. Above all, however, the introduction of the Common European Framework of Reference (CFR) (Council of Europe, 2001) has led to national curricula changing the progression of learning towards a process-based perspective on language learning, and to the addition of pedagogical aspects such as intercultural learning, media competence and other personality-related competences (ability to work in a team, critical competence). In spite of all these substantial changes, most textbooks and teaching materials for German are still backward-looking, which proves to be most explicit in countries with German as an official language (or minority language) coexisting with other speech communities (Italy, Belgium, Poland, etc.) and those with an increased demand for German as a foreign language in many fields (Sweden). In these countries, the promotion of German is generally falling short, which most prominently emerges in teaching wanting in innovation and pedagogical measures that are modestly successful. Against this background, the project aims to use the expertise of an international consortium in the field of German as a foreign and official language to develop, implement and evaluate learning scenarios that provide in-service and pre-service teachers with pedagogical support for collaborative and learner-centered teaching in present-day heterogeneous classes. Joining expertise in a transnational consortium of this kind will make an essential contribution to the national curricula involved (in particular to the systematic improvement of their teaching quality) and will thus meet the special needs of German in the different countries. The project sets for itself the following objectives: • Promoting and supporting a comprehensive approach to language teaching and learning, capitalizing on the diversity of today's increasingly multilingual classrooms. • Supporting synergies with research and innovation activities and promoting new technologies as incubators and drivers of improvements in language and culture pedagogy. The project combines both the expertise of academic partners with proven experience in language teaching research, teaching materials design and development, and in- and pre-service teacher training (Universities of Bozen, Antwerp, Louvain, Poznan and Gothenburg), as well as the practice-oriented profile of the Belgian German Teachers' Association and school partners representing the different teaching contexts targeted in the project, that will contribute to support the development, evaluation and dissemination of the learning scenarios through integration into the relevant professional networks and the numerous associated schools and institutions, safeguarding the transfer between theory/research and practice. The project will impact on the level of the students, the (trainee) teachers, and the subject-specific school teams and learning communities for German.

Researcher(s)

Research team(s)

The development of a questionnaire to detect reading motivation based on existing research and validated tests. 01/09/2020 - 30/06/2022

Abstract

If we want students to read more books, we need an inspiring range of books and an inspiring learning and reading environment. To achieve this, the school must cooperate with the library. In all areas we seek advice from the library's expert reading (media) consultant to help coordinate the efforts of the various partners. In order to realize the first 3 strategic objectives, we therefore also focus on these 4 operational sub-objectives, which underpin and enable the strategic objectives: 1. We provide an up-to-date, varied and challenging collection with an inspiring range of books in the form of trendy book boxes for the 6th grade and the 1st stage, with special attention to the B-stream and (ex-) OKAN. 2. We design an inspiring learning and reading environment as part of the wider language vision of each school involved. 3. We work with the library's expert reading (media) consultant to advise and support the language policy coordinator and school team in the choice of book. 4. We guarantee strategic network cooperation through the reading policy of the school and library.

Researcher(s)

Research team(s)

It takes two to teach! The effects of team teaching models on experiences, learning patterns and learning outcomes in student teachers during field experiences. 01/05/2020 - 30/04/2024

Abstract

Within teacher education, field experiences are crucial in training future teachers. During these internships, student teachers are typically placed individually with a mentor. Since collaboration in schools gains importance (e.g. collegial visitation, co-teaching, learning communities), teacher education institutes show a growing interest in field experiences inspired by collaborative learning. Collaboration between student teachers has several benefits (e.g. enhanced communication skills). Therefore, a paired placement, during which two student teachers share a mentor, is suggested to be a good alternative for an individual placement. During paired placements, opportunities for team teaching, which refers to two or more teachers in some level of collaboration in the planning, delivery, and/or evaluation of a course, arise. Different team teaching models exist (e.g. assistant teaching, equal status model). However, research comparing these models is limited. Therefore, this project investigates how the actors involved in team teaching (student teachers, mentors, teacher educators) experience different team teaching models. Moreover, it examines the effects of these models on student teachers' learning patterns and learning outcomes. In this way, the proposed research contributes to theory development on (dis)advantages of different team teaching models and to a comprehensive understanding of student teachers' learning in paired placements.

Researcher(s)

Research team(s)

Using semi-automated feedback and assessment for mathematical proficiency: a quasi-experimental study on student learning effectiveness, reliability and time savings. 01/11/2019 - 30/10/2021

Abstract

Feedback is the most powerful engine of any learning process. In the field of Mathematics Education, the possibilities to assess automatedly are therefore being thoroughly explored. However, students face difficulties expressing themselves mathematically on a computer and learning systems can often only assess the outcome and not the solving method. Research indicates that automated tests focus too much on procedural fluency, at the expense of mathematical thinking questions. It takes much effort to develop digital tests and teachers are sceptical of using automated assessments, meaning that paper-and-pencil tests still dominate the math class. One of the characteristics of mathematical assessment is that wrong answers tend to exhibit patterns among the student population. Consequently, teachers often repeat their feedback and marks. This brings us to the idea of semi-automated feedback and assessment: by correcting handwritten tasks digitally, feedback can be saved and re-used. This could lead to more elaborate feedback and interesting time savings, but also opens up possibilities to extensively monitor the individual learning process of students, and to apply adaptive differentiated instruction using Bayesian networks. A Bayesian network is a probabilistic graphical model of a student's proficiency. We want to focus on the learning gains that semi-automated evaluation systems can offer, but also explore the reliability, time savings and acceptance levels of such systems.

Researcher(s)

Research team(s)

Controversial heritage. Development and implementation of a reference framework for dealing with sensitive heritage in cultural heritage institutions (REFSHER framework). 01/10/2019 - 30/09/2021

Abstract

With discussions about wrong street names, controversial statues or loaded colonial objects, sensitive heritage has a high topical value. It is not easy to handle this for cultural heritage institutions. The aim of the project is (1) to develop a REference Framework for dealing with Sensitive HERitage (REFSHER framework) that (2) can be applied in the collection presentation and public activities of heritage institutions so that their effects can be measured. Sensitive heritage can be a powerful means of facilitating multiperspectivity. Multiperspectivity is an attitude that expresses the willingness to change perspective mentally. It is about the willingness to put oneself in perspective of others, both in old perspectives and in contemporary interpretations. It is also important to include the perspective of socially vulnerable groups or groups that are less socially involved. Multiperspectivity presupposes bringing together and connecting people with openness to each other's argued perspectives. In this way, multiperspectivity contributes to the development of a critical sense, respect for others and a democratic attitude. Sensitivity is time and space bound and not static and unchangeable. Watson (2016) speaks in this context of "the emotional register of the past". Heritage institutions do try to respond to the sensitivities that exist in society by creating authenticity, experience and tension, but are also wary of hyper-emotional reactions. We mainly work with publicly accepted emotions about suffering, violence and fear. However, that emotional register is not certain. The fierce discussions about controversial statues, wrong street names or the Zwarte Piet policy show that sensitivity is time and space bound. "Sensitivity" is a label that is stuck on heritage, but can fade over time to come back later. The question therefore arises as to which factors determine that something is perceived as sensitive and to what extent this is then associated with heritage. The central research question is: What are the possibilities and limitations to realize multiperspectivity through sensitive heritage in cultural heritage institutions? As partners in the cultural heritage field, we chose institutions that (1) have sensitive heritage in their collections and (2) offer opportunities to respond to important contemporary social issues. The following partners were found willing to actively participate: - ADVN | archive for national movements, specifically the Flemish movement, other national and regional movements in Europe and related themes or derived from them, such as right-wing radicalism, fascism, racism, negationism, based in Antwerp; - Kazerne Dossin - Memorial, Museum and Documentation Center on Holocaust and Human Rights, in Mechelen; - Museum Dr. Guislain in Ghent on the history of and current discussions on psychiatry and mental health, care, and art and madness; - AfricaMuseum in Tervuren, place of memory of a shared colonial past and a platform for meeting and dialogue with people of different generations and cultures.

Researcher(s)

Research team(s)

The effect of multimedia hyperlinks in fiction on reading motivation and immersion in adolescent readers: An empirical study. 01/10/2017 - 30/09/2021

Abstract

Adolescents' reading habits, particularly of literary texts, are the object of scientific and social concern. Due to the omnipresence of short, digital texts they would read fewer literary texts, be less motivated to do so, and consequently underperform. Especially young adolescents are characterized by a drop in reading motivation. However, reading promoters point out the new possibilities of digital literary texts, such as hypermedia fiction. Hypermedia fiction offers the possibility to read literary texts on tablet, enriched with hyperlinks to supportive or comprehensive information. Hypermedia fiction could address a specific reading audience, particularly young, reluctant readers. In view of its recent character, research on hypermedia fiction is rather scarce and consequently the scientific and societal question whether hypermedia fiction can enhance reading motivation and story world immersion has not yet been answered. This project aims to fill that void. The research will be based on two consecutive studies on 12 to 13-year-old pupils and their teachers of Dutch. Five novels from different literary genres will be used as study material. In study 1 pupils (N=30) and teachers (N=30) are invited to mark the instances where they would like to have hyperlinks. This study results in two different data sets: 60 annotated novels, and qualitative data based on focus groups. These data provide insight in the desirability of hyperlinks (a.o. type, frequency) in literary texts and their influence on reading motivation and story world immersion. The annotated novels serve as the basis for study 2, in which the five novels are first converted to hypermedia fiction, and consequently read by 200 pupils in five so-called tablet schools. Each class is divided in three subgroups. One group reads a novel as hypermedia fiction (= experimental group); the other two groups read it on tablet (without hyperlinks) and on paper (= control groups). The experiment is conducted three times, in which each subgroup adopts the role of experimental group once. Data collection will be carried out with preliminary, intermediate and post-measurements; by monitoring click behaviour in the experimental group and focus groups. The research project will be carried out in close interfacultary cooperation between FSW/ASoE and FLW.

Researcher(s)

Research team(s)

Financial literacy@School. 01/09/2017 - 31/08/2021

Abstract

There is need for increased financial education in view of widespread financial illiteracy and the benefits for individual well-being and society at large that are associated with high levels of financial literacy. Although the OECD policy recommendation to introduce financial education at school is well accepted, there is no consensus on the optimal way to implement financial education at school. We will develop a holistic approach to financial education at school in which we will explicitly acknowledge the influence of the main agents of financial socialisation (such as parents and teachers) and will assess the impact of the learning environment by examining the effect of class differentiation. The possible academic and practical contribution is empirically examined based on randomised field experiments in which the innovative teaching material developed is evaluated in close collaboration with the valorisation partners.

Researcher(s)

Research team(s)

Projet Transversal DRC - Anglais Académique - phase 4. 01/01/2017 - 31/12/2021

Abstract

The project ('English for Academic Purposes - Quality, Extension, Sustainability') aims to further deepen teaching processes proper by exploring and developing Blended Learning (BL) solutions for the local context of the seven Congolese universities involved, already introduced in phases 2 and 3. As BL (and in particular its flexible character) allows to cater for different learner groups (level and orientation) and to create a productive virtual English context, it is necessary to concentrate more on this educational approach which is not yet explored in this specific context (where resources and Internet support are very limited). The project also envisages to extend beyond the current target groups, inside and outside the 7 academic institutions involved: i.e. administrative staff, undergraduate students, and paying clients and NGOs. Finally, in view of its dynamics and its sustainability, this project on learning English for academic purposes pursues a much tighter organization per university involved, including a business plan with a financial plan, a timetable and a durable local system of accountability. This represents a major challenge, for which the project needs to benefit from the support of the academic partners ('points focaux').

Researcher(s)

Research team(s)

Project website

Past projects

Research Language Integration Projects. 01/08/2020 - 30/04/2021

Abstract

How can schools develop effective pathways for learners who have an insufficient command of the language of instruction? Schools need concrete tools and feasible practical examples that match the needs and context of primary and secondary education in Flanders. In this project, we develop a nuanced, systematic meta-review of the scientific literature, resulting in a scientific report on the one hand and a practice-oriented, paper and digitally accessible guide for the educational field on the other hand. For this practice guide, we work with a selection menu that meets the various contexts. Schools are urged to first fill in the process factors that are important for the effectiveness of the language pathways before determining structural choices. We also present a varied range of inspiring practical examples for nursery, primary and secondary education, each with sufficient detail to build on. We also visit and analyze a number of practical examples that meet the criteria resulting from the meta-review. To guarantee that the presented practical examples fit in well with the Flemish educational context, the preconditions are screened by means of a Delphi study together with actors from the professional field.

Researcher(s)

Research team(s)

"Do you understand me?" The speaking skills of low-literate adult learners of Dutch. 01/04/2020 - 31/03/2021

Abstract

Adults who want to learn to speak Dutch (NT2 learners) do not easily find a role model, because significant differences in speaking skills can be detected among native speakers. Although native speakers experience a large amount of freedom in their speaking, "correct" intonation of Dutch sentences is considered to be a success factor for highly educated adult learners with a medium level of Dutch. In this project however we focus on low-literate NT2 learners with a low level of Dutch and a mother language (L1) from a non-Germanic language family. The following research questions are answered: 1) Do word knowledge and intonation of Dutch determine the variation in the quality of speaking, and 2) Is the quality of speaking determined by L1? Participants complete speaking assignments and a test on word knowledge. The results of this project could give substance to an important societal debate and might emphasize the important role of Antwerp University in this domain.

Researcher(s)

Research team(s)

Towards a stronger and appealing academic teacher education. 01/01/2018 - 31/12/2019

Abstract

This project is aimed at strengthening and supporting the university teacher education programmes in the transition to the new teacher training courses, as described in the draft memorandum "Strengthening teacher education courses: recruiting and qualitative teacher training courses as a basic pillar for high-quality education" of 25 March 2016 and the draft decree on the development of graduate courses within colleges and transfer measures for teacher training, as first approved in principle by the Flemish Government on 14 July 2017. Based on the above-mentioned documents and the objectives of the Coalition Agreement of the Flemish Government 2014-2019 and its objective of high-quality, flexible and attractive teacher training courses, three actions are proposed. These actions fit in with the following thematic lines: 'strengthening and innovation' (theme 1) and 'recruitment' (theme 2). 1. 'Strengthening and innovating teacher education programmes': a. Action 1: Project 'Towards a new university teacher education at masters level'. b. Action 2: Project 'How can this new master-level university teacher education programme best serve the target group of lateral entry teachers'? 2. Recruitment': Action 3: 'Towards recruiting university teacher education programmes': Communication and publication of the new programme with candidate teachers and the professional field, with a specific focus on student diversity.

Researcher(s)

Research team(s)

Multiperspectivity in the museum. The response from local museums on a super diverse society. 01/01/2018 - 31/12/2019

Abstract

The cultural and ethnic diversity in most Western countries has significantly increased in the last decades. This increasing diversity has important implications for museums, especially in the urban context. Museums should incorporate the urban super diversity, in terms of composing the collections as well as of attracting diverse groups of visitors. The aim of the project is to examine how multiperspectivity can be an explicit policy strategy for cultural education and how it can be implemented in the collection presentation and public relations of museums in ways that its effects can be measured. To this end and according to the principles of design-based research three design teams will be established with on the one hand staffs of three important Antwerp museums, in particular the Royal Museum of Fine Arts Antwerp (KMSKA), the Museum aan de Stroom (MAS) and the Red Star Line Museum and on the other hand researchers from the UAHA, in particular the specific teacher education programme in visual arts of the Royal Academy of Fine Arts Antwerp from the Artesis Plantijn University College and of the specific teacher education programme in history and in behavioral and cultural sciences of the University of Antwerp. Each team will be responsible for the analysis of the museum collection from the angle of multiperspectivity and for the development of a policy strategy for multiperspectivity. Two existing research instruments will be used: a matrix for multiperspectivity in heritage education and an analysis tool for learning outcomes of heritage education.

Researcher(s)

Research team(s)

Smart organising of dual learning: electro-mecanic techniques. 01/09/2017 - 31/08/2018

Abstract

Op 1 september 2017 zijn in 4 proeftuinscholen leerlingen gestart in de nieuwe studierichting Elektromechanische technieken duaal (EMT). In voorbereiding hiervan werden in 2016 3 regionale leergemeenschappen opgestart, dit in het kader van het voorafgaande ESF-project met referentie 330-6085. Het uitgangspunt is dat: • het werken met leergemeenschappen de vereiste samenwerking tussen scholen en werkpartners (sectoren, bedrijven, ..) zal kunnen faciliteren, • de leergemeenschappen en de samenwerking daarbinnen best zal worden ondersteund door een (of meerdere) procescoach(en) afkomstig uit dit samenwerkingsverband zodat een engagement op langere termijn kan ontstaan. Deze procescoachen zullen op hun beurt daartoe op een haalbare en praktijkgerichte wijze moeten worden opgeleid (coach-the-coach). We veronderstellen dat dit best kan gebeuren binnen een leergemeenschap van procescoachen die vooraf zullen worden opgeleid, maar ook nadien ondersteund zullen worden bij het coachen van hun leergemeenschappen. De onderzoekers zullen procesmatig nagaan wat de impact is van: • het verloop en de werking van de leergemeenschappen • de rol van de procescoach hierbij • het verloop en de werking van de coach-the-coach sessies op • de aard van het ontwikkelde en uiteindelijk in de praktijk geïmplementeerde pedagogisch-didactisch materiaal en de pedagogisch-didactische aanpak in EMT duaal • het leerproces (en andere ervaringen) van de deelnemers in de leergemeenschappen • het leerproces (en andere ervaringen) van de procescoach van de leergemeenschappen. Het gaat hierbij om design research met als doel om reeds tijdens de ontwikkeling van de concrete casussen duaal leren vanuit de leergemeenschappen op een geïnformeerde wijze de werking van de leergemeenschap bij te sturen en te versterken. Dit gebeurt vanuit observaties van en gehanteerde zelfevaluatie-instrumenten bij de leergemeenschappen, dit op verschillende momenten tijdens de werking gedurende het schooljaar zodat tijdig kan worden bijgestuurd. Ook de stem van de leerlingen is hierbij belangrijk: via hen zal – mits toestemming van de betrokken scholen en bedrijven - tussentijds informatie worden ingewonnen over hun ervaringen (sterktes, werkpunten) met het traject duaal leren. De 'coach-the-coach' sessies vormen verder een goed platform om met deze informatie de procescoachen aan te zetten om – waar nodig – de aanpak binnen a) hun leergemeenschappen en b) het duaal traject dat men concreet aan het vormgeven is, bij te sturen en te versterken waar nodig. Ook deze processen maken deel uit van het onderzoek. Het gehele opzet gaat dus om sterk toepassingsgericht onderzoek met als doel de werking van de leergemeenschappen in wisselwerking met reële ontwikkelcasussen duaal leren EMT te (leren) optimaliseren. Uiteindelijk verwachten we dat deze aanpak gepaard zal kunnen gaan met een concrete kwaliteitsvolle uitwerking van het duaal leren.

Researcher(s)

Research team(s)

Teaching for divercity. A steppingstone to team-oriented perspectives on educating teachers and catering for student diversity. 15/12/2016 - 31/03/2018

Abstract

The project aims at modelling the transition to a renewed teacher education by means of intercollege teams fostering cooperation, expertise sharing and collaborative learning. The project takes its departure from a shared focus on preparing novice teachers for urban education and wants to impact upon class practice in schools and in teacher education itself. The project comprises three subsections ('communities of practice') that concern the central tenet of 'teaching for divercity': (1) Linguistic diversity (co-supervisors: Jordi Casteleyn, Mathea Simons & Rianne Pinxten) (2) Urban education (co-supervisors: Paul Janssenswillen & Wouter Schelfhout) (3) Inclusive education (co-supervisors: Elke Struyf & Ellen Vandervieren). Partner institutions are: CVO Crescendo, CVO Horito, CVO Provincie Antwerpen, CVO HBO 5 Antwerpen, Artesis Plantijn Hogeschool, Karel de Grote Hogeschool and Universiteit Antwerpen. The communities of practice are composed of staff from these partner institutions, constituting genuine learning communities managed by a process coach (Carlijne Ceulemans until 30.09.2017). This approach allows for design-based research into the functioning and effectivity of learning teams.

Researcher(s)

Research team(s)

Project website

Many-voiced Heritage. Multiperspectivity in Heritage Education. 18/04/2016 - 30/06/2018

Abstract

Cultural heritage is a powerful instrument because different perspectives can play a role. In addition also the perspectives of forgotten social (etnic-cultural) groups can be discussed and so (super)diversity gets a voice. Heritage could become as though many-voiced. This opportunity is nowadays usually underestimated or underutilized. In this case multiperspectivity points to a substantively approach. In the content of heritage education this project also wants to stimulate a sustainable cooperation between formal education and institutions of heritage education. In which way formal education and institutions of heritage education can learn from each other? What is the added value for each other? We intend to bring institutions of heritage education and representatives of formal education round the table in order to work together at heritage education. This is what's called procedural multiperspectivity. The first objective of this project is to design a theoretical frame for multiperspecitvity in heritage education. This frame aims nog only to respond at the many policy recommendations in recent research on cultural education in Flanders and international, but also functions as a basis and acid test for specific heritage education projects. Based on this theoretical frame we search for existing sets for heritage education both in Flanders as abroad. These sets will be analyzed and valued through the lense of the theoretical frame. Subsequently we'll design three sets for heritage education that match with the conditions of het theoretical frame (substantive multiperspectivity). Three independent design teams with representatives from different domains are responsible for the lay-out. (procedural multiperspectivity). We'll adopt the principles of design-based research. This means that the sets will be designed in different iterations and tested in several groups, in order to valorization. The results will be joined in a publication and disseminated at a congress. The main concern is that the notions of multiperspecitivity and heritage education that will stem from this project certainly will be adopted in the daily practice of institutions of heritage education and formal education.

Researcher(s)

Research team(s)

Smart organising of dual learning: electro-mecanic 01/11/2015 - 30/04/2017

Abstract

Dit project focust op de structurele inbedding van het duaal leren in de school- en arbeidsorganisatie en op de ontwikkeling en evaluatie van een gepaste leeromgeving in uitrol van het duale standaardtraject Elektromecanicien. Het wil ondernemingen, scholen en leerlingen in de proeftuinprojecten kwaliteitsvol ondersteunen en dit op een geïntegreerde wijze. Het richt zich op die manier op de focussen (3) Geïntegreerde begeleiding, (4) Concrete leertrajecten en (5) Evalueren.

Researcher(s)

Research team(s)

Newspapers in Education: an inquiry into the project "Kranten in de klas" 05/05/2015 - 04/07/2015

Abstract

This projects evaluates the project 'Kranten in de Klas (KiK)' - Newspapers in the classroom. Schools that participate in the project receive different Flemish newspapers for two weeks. The target group corresponds mostly to high school students between 14 and 18 years of age. KiK contains ready-made and digital material for teachers to use with the newspapers. The research projects evaluates the material and the tools from an educational perspective by doing a critical inquiry into the effects of using them as teaching agents for reading. (This project represents a formal research agreement between UA and on the other hand the client. UA provides the client research results mentioned in the title of the project under the conditions as stipulated in this contract.)

Researcher(s)

Research team(s)

Team teaching during field experiences in teacher education: A study into the effects of student teachers' team teaching. 01/02/2015 - 31/12/2015

Abstract

This study focuses on student teachers' team teaching during field experiences. Several team teaching models (the observation, assistant teaching and equal status model) are implemented. Presage (e.g. motivation, self-efficacy), process (e.g. team teaching experiences, learning activities) and product variables (e.g. performance, reflective thinking) are examined. Both the student teacher's and the mentor's perspective are taken into account.

Researcher(s)

Research team(s)

Television in education. Search for a selection protocol for archived audiovisuals of public service broadcasting for educational use. 01/11/2013 - 30/06/2014

Abstract

The goal of the research project is two-fold: 1) developing of selection criteria and procedures to efficiently collect audiovisual materials from the public service broadcasting archive for educational use. The test cases are the program courses 'World Orientation' in primary education and 'Technique' in the first stage of secondary education; 2) stating the conditions for the development of a large-scale project aiming for the selection of usable audiovisual materials for large parts of the curricula in education.

Researcher(s)

Research team(s)

Qualitative initial support for uncertified students in teacher training. 01/05/2013 - 31/12/2013

Abstract

The overall objective of the project is to strengthen teacher education and schools in supporting second career teachers. Specifically, the aim is to do qualitative research on the experiences of internship mentors and tutors with starting second career teachers. The question is what support needs these teachers have while performing their internship.

Researcher(s)

Research team(s)

Pedagogical centers of competence. 01/01/2013 - 31/08/2015

Abstract

This project represents a formal research agreement between UA and on the other hand ELAnt. UA provides ELAnt research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

Research team(s)

On the road with uncertified teachers. 01/01/2013 - 31/08/2015

Abstract

This project aims for research, development and evaluation of alternative learning pathways for second career teachers in the professional Bachelor's programmes for pre-school children, primary and secondary education within the Antwerp context. The focus is on target groups that are not covered yet by the current range of Antwerp teacher education programmes.

Researcher(s)

Research team(s)

From Would be to Be it. Research into new forms of training in teacher education. 01/01/2013 - 31/08/2015

Abstract

This project investigates alternative and/or new formats for field experiences. The project started with an inventory of possible formats for field experiences in teacher education. Based on this inventory team teaching was explored in further detail and implemented thanks to pilot projects in two specific teacher training programmes. The project investigates how the actors involved in team teaching (student teachers, mentors, teacher educators and learners in the classroom) experience different team teaching models. Moreover, it examines the effect of the models on student teachers' learning patters and learning outcomes. (This project represents a formal research agreement between UA and on the other ELAnt. UA shall contribute to the project under the conditions as stipulated in the present contract.)

Researcher(s)

Research team(s)

Classroom differentiation. 01/01/2013 - 31/08/2015

Abstract

The 'Differentiation' Project is a research and development project that represents a formal research agreement between UA and on the other hand ELAnt. UA provides ELAnt research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

Research team(s)

Read education and E-hype. 01/01/2013 - 31/12/2013

Abstract

This project represents a formal research agreement between UA and on the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract. This project aims at inventorying and analyzing new media for reading and at developing a tool which enables teacher trainers to use these media themselves, to present them to pre-service teachers and to implement them in their classes.

Researcher(s)

Research team(s)

Media based education with Media Didactica. 01/01/2013 - 31/12/2013

Abstract

The aim of the project is to design a framework for media literacy in teacher education (Media Didactica), in which curricula for media literacy in the teacher education are elaborated. This framework enables teacher educators to develop and evaluate their expertise in the field of media literacy. Two substantive pillars underpin the curricula: (1) the use of media as a learning tool in and outside the school and (2) critical reflection on the impact of media on learning and development processes in classroom, school and society. The framework is an elaboration of media literacy as it is specified in the development profile of the teacher educator. The curricula are independent of subject matter. They are meant for all teacher educators and by extension also for the students in teacher education and for teachers.

Researcher(s)

Research team(s)

Project website

We are chemistry, development of educational materials and packages for chemistry teachers in the second stage of secondary education. 01/07/2012 - 30/09/2013

Abstract

This project represents a formal research agreement between UA and on the other hand the Province of Antwerp. UA provides the Province of Antwerp research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

Research team(s)

The intuitive teacher. Deepening sensitivity and reflection-in-action in teacher education and professional development of teachers. 01/07/2009 - 30/06/2010

Abstract

Gradually a different way of knowing beside rational conscience knowing is recognized, particularly intuitive and unconscious knowing. Recent evolutions in neuropsychology support this idea. This research project wants to examine if intuition stimulating teaching methods can be developed usefully for the benefit of the education of teachers, and how these can be integrated in teacher education and the professional development of teachers.

Researcher(s)

Research team(s)

Mentor Education - design for all. 05/12/2008 - 31/10/2009

Abstract

With the new legislation increasing the amount of practice during teacher education, mentors in schools do not always feel sufficiently competent to meet their responsibilities. At the same time the teacher educators are concerned about the quality of the mentoring process as a result of the scaling of the institutional partnerships. This project examines whether it is possible and desirable to develop an innovative course for mentors meeting the expectations of tutors, educators, students and institutions involved in the training of teachers for secondary education.

Researcher(s)

Research team(s)

Project website

Inventory and analysis of portfolios in Flanders. 15/12/2007 - 31/03/2008

Abstract

The department of Education of the Flemish government ordered an inventory and an analysis of Flemish portfolios within the domain of Accreditation of Prior Learning (APEL) in order to draw up a coherent APEL policy. The portfolio is an important and commonly used instrument within APEL procedures. Thirty portfolios were listed within the domains of Education, Labour and Culture. A format was developed so that the different portfolios could be described in the same manner. The essential information was assembled in a synoptic grid. All the available information was analysed thoroughly so as to reveal any similarities and tensions. The conclusions of the comparative analysis have to enable the government to establish common criteria for APEL portfolios.

Researcher(s)

Research team(s)

National assessment of reading and listening comprehension (Dutch) at the end of primary education. 01/06/2007 - 31/12/2007

Abstract

In the years to come the department of Education of the Flemish Ministry of Education will expand the national assessment of education. The main goal of periodic assessment is quality control of Flemish education. On the one hand an assessment study provides information on the percentage of pupils that attain the targets set by the Flemish authorities. On the other hand an assessment study also reveals the way in which pupils and schools differ in attaining these targets and how these differences are systematically connected to characteristics of pupils, classes and schools. Apart from this main aim on a systemic level the educational authorities also want to put the assessment instruments at the disposal of schools as an indicator of the output they attain with their pupils. That's why the researchers have to give feedback to the participating schools and provide a parallel instrument that schools can use as part of their self assessment. This subproject is related to the assessment of the attainment targets for reading and listening comprehension at the end of primary education.

Researcher(s)

  • Promotor: Rymenans Rita

Research team(s)

Examination and processing of a starttest in mathematics and Dutch in the first year B of the secondary education (beginning schoolyear 2006-2007). 01/09/2006 - 31/05/2007

Abstract

In May 2008 a large scale assessment study will be performed concerning the developmental targets of mathematics at the end of the first grade (BVL - vocational education). At the request of the Flemish educational authorities the initial achievement level of pupils in the first grade (1B - vocational education) will be measured. On the one hand they will be tested in the domains of mathematics and Dutch and on the other hand background characteristics and information on their school carreer will be gathered. Because the majority of these pupils will be in BVL in May 2008, these data can be used to examine the learning gains in the first grade of vocational education.

Researcher(s)

  • Promotor: Rymenans Rita

Research team(s)

An adapted follow-up for pupils coming from OKAN (i.e. a preparatory class for non-Dutch speaking newcomers). A research concerning the need, the implementation and the effect of a second year of OKAN. 01/05/2006 - 30/11/2007

Abstract

In metropolises there is a growing number of pupils with language retardation who fail to keep up with others, especially pupils coming from 'OKAN' i.e. a preparatory class for non-Dutch speaking newcomers. In educational practice one is convinced that one year of OKAN is insufficient to prepare pupils for a successful transfer to secondary education. This research project has three aims: (1) to gather information on the transfer of OKAN-pupils to secondary education; (2) to describe the implementation process of a second year of OKAN; (3) to investigate whether pupils are better prepared for a transfer to secondary education after a second year of OKAN. In order to realise these aims, (1) a descriptive research is set up to describe the OKAN problems in Flanders; (2) a school ethnographic research is carried out in two Antwerp schools that experiment with a second year of OKAN; (3) an evaluation is performed in order to check whether these experiments are successful.

Researcher(s)

Research team(s)

The influence of the instruction method on the task knowledge base and the self-efficacy beliefs of inexperienced writers : a comparison between observational learning and the traditional learning by doing. 01/01/2004 - 31/12/2006

Abstract

Researcher(s)

Research team(s)

Development of a testing method for listening in the course of Dutch. 01/01/2004 - 31/12/2005

Abstract

Researcher(s)

Research team(s)

Development of an instrument for Periodic Assessment of Writing Achievement 01/01/2003 - 31/03/2005

Abstract

The project will develop an instrument for periodic assessment of educational achievement in writing in primary education in relation to the attainment goals for language-writing. The design, approach and methodology will be closely linked to the previously developed instrument for the periodic assessment of reading comprehension (FKFO/OBPWO 93.05). The project includes development of the instrument, adjustment in a pilot study, sampling, administering of the tests, scoring, deciding on the cesure, scaling, analysis and reporting. In this way at the same time a base measurement of the realisation of the attainment goals in the domain of writing in Flemish primary education will be achieved.

Researcher(s)

Research team(s)

The construction of a pre- and posttest for mathematics and Dutch in the first grade of secondary education. 01/10/2002 - 30/04/2004

Abstract

The aim of the present project is to develop pre- and posttests for measuring educational achievement in Dutch and mathematics in the first grade of secondary education. The tests will be used in a future evaluation study of the new policy for equal opportunities. Items will be generated within a specified test design. For the pretests, the items of the recent educational assessment will be judged on their usefulness. After pilot testing, a large calibration study will take place with test booklets with overlapping items. The results will be analyzed using models from item response theory.

Researcher(s)

Research team(s)

Design, implementation and evaluation of powerful learning environments. 01/01/2002 - 31/12/2006

Abstract

Researcher(s)

Research team(s)

Design, implementation and evaluation of powerful learning environments. 01/01/2002 - 31/12/2006

Abstract

The major goal of the present project is to establish a forum where Belgian Scholars can work together with internationally established European researchers at the further elaboration and validation of the concepts of powerful learning environments by bringing together the recent achievements and the ongoing developments within the three following domains: instructional psychology, instructional design, and instructional technology. This will be realized mainly through the organization of workshops, each focused on a particular aspect of the above mentioned topic, as well as through exchanges of junior and senior researchers.

Researcher(s)

Research team(s)

Policy Research Centre: careers of pupils and students in education and transition from education to labour market. Part university of Antwerp in Unit A (Careers). 01/10/2001 - 31/12/2006

Abstract

The main objective of this unit is a) to construct data-sets regarding pathways through initial education, and b) to analyse and report on the empirical findings. To collect the necessary primary data several tasks need to be accomplished: a survey needs to be designed and operated, instruments for measurement of variables need to be developed, etc. An additional objective of this unit is to explore existing data-sets and perform secondary analysis on them.

Researcher(s)

Research team(s)