Research team

EduBROn

Expertise

Jan Vanhoof is a professor at the Department of Education and Training Sciences (Faculty of Social Sciences) of the University of Antwerp. He is active within the research group EduBROn. His research activities focus on quality assurance and school policy and in particular on informed policy making by schools. This translates, for example, into research into self-evaluation and information use in schools.

The Flemish School Inspection as a Lever for Educational Quality 01/06/2021 - 31/05/2023

Abstract

This research project provides insight into the effects of the Inspection 2.0 screening approach in Flemish compulsory education and in which (f)actors (inspection, school, user and context) play a role in explaining the effects of inspections in schools. The research also describes how competent Flemish principals and teachers are in the use of the so-called OK- framework (Frame of reference for Educational Quality) and how variation in this can be explained. To this end, a multi-method design will be rolled out consisting of survey research in 100 schools, 24 in-depth interviews with carefully selected school leaders and 10 case studies involving school management and teachers. In addition, the ambition of this study is to describe similarities and differences between the inspection approach , the Flemish National Assessment Programme (including future centralized tests) and international comparative research in order to explore ways in which these different sources and the associated data can be combined into more reliable and accurate statements about educational quality at system and school level. Starting from document analysis and cross instrumental research, this project outlines possible guidelines for future system-wide monitoring of educational quality.

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CONCEPTUALIZING, DEVELOPING AND VALIDATING A PROFESSIONALIZATION TOOL FOR PUPIL EVALUATION 01/06/2021 - 31/05/2023

Abstract

This project aims to develop a validated professionalisation tool to further familiarize teachers and school leaders with the principles of strong evaluation practices and policies. We distinguish three goals in the roll-out of this project proposal: a conceptual goal, a development goal and a practitioners consultation goal. The conceptual goal brings together literature, theory and known good practices of pupil evaluation to create an evidence-informed framework that highlights key elements of effective pupil evaluation at both class and school level. This then serves as a starting point for the development of a professionalisation tool. Through repeated and targeted practical tests (focus group discussions with teachers and school leaders) at different stages of the development of the professionalisation tool, we arrive at a validated tool that responds to concrete needs in the Flemish education system. The practical testing will also provide insight into the hindering and promoting factors associated with evaluation, the action competence of teachers and schools, the use of data for monitoring learning gains and progress, evaluation in the context of distance learning and the role of standardized tests.

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(How) Does output information from external monitoring enrich school policy and practice? Exploring factors that influence improvement-oriented use of school performance feedback from Flemish national assessments and parallel tests. 01/01/2018 - 31/12/2022

Abstract

The Flemish policy research center for test development and assessments (in Dutch: Steunpunt Toetsontwikkeling en Peilingen, KU Leuven and UAntwerpen) investigates whether attainment targets are met on system level, both in primary and in secondary education. Schools that were selected for participation in a national assessment, and schools that take parallel tests developed within the national assessment program, receive a confidential feedback report in which their performance is compared to the national results and to the performance of other schools, taking into account student background characteristics. The reports provide benchmarking information for schools to use in their quality assurance policy. Goal-oriented and systematic data use has a beneficial impact on the quality of decision making in education. Empirical research has shown that Flemish schools make restricted use of student output data, benchmarks, standardized tests and feedback from scientific studies when shaping their policy and practice. This project aims to investigate to what extent and in which way school feedback from national assessments and parallel tests is used for school development. We will also examine which factors promote or impede this type of data use. We will explore contextual factors, school and user factors, and factors pertaining to the information (system). Our findings will contribute to the future design of school feedback for the national assessment program and the associated parallel tests. In its initial stages, this project will run parallel to a user study initiated in 2018. Quantitative and qualitative data are collected in order to broaden and deepen our understanding of the way school feedback from national assessments and parallel tests is used.

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Analysis data base 'Sterk schoolbestuur' 08/04/2021 - 15/09/2021

Abstract

Processing data self-assessment tool. Exploration, cleaning and recoding dataset provided by KBS Data set analysis with a view to answering project questions submitted by KBS Reporting findings (in tables and graphs, supplemented with concise text) Project coordination, consultation and presentation.

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Feasibility study of central tests in Flemish education. 01/08/2020 - 31/01/2021

Abstract

The intentions of future testing policy in Flanders have now been outlined. At the moment, however, they remain more of a principle in nature. After all, the intentions already expressed must be further thought through, operationalized and implemented from a pedagogical-psychometric, organizational, ICT-based and legal perspective. The three feasibility studies commissioned by the Flemish government have the ambition to take the next step in this regard. This project investigates the feasibility of the rollout of the centralized tests from an organizational perspective.

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Analyse 'Sterk schoolbestuur' 04/11/2019 - 08/11/2019

Abstract

Processing data self-assessment tool. Exploration, cleaning and recoding dataset provided by KBS Data set analysis with a view to answering project questions submitted by KBS Reporting findings (in tables and graphs, supplemented with concise text) Project coordination, consultation and presentation.

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D-PAC: from research project to spin-off. 01/06/2018 - 31/10/2019

Abstract

This POC application enables D-PAC to start a successful spin-off. In the last four years, D-PAC was a IWT-SBO financed research project having two aims. Firstly, the method of comparative judgement for the assessment of competences was investigated. Secondly, a prototype tool needed to be developed that supports assessments using the principles of comparative judgement. Currently, the research project reaches the last phase, and the research group EduBROn can conclude that the method of comparative judgements has a sound scientific underpinning and many opportunities for implementation. Also, the number of D-PAC users increases, because the tool offers great value regarding high quality judgements and interesting learning applications. To transform the research project D-PAC to a successful spin-off, it is important to translate the current tool to a viable product for which users can and will pay. In addition, more effort is needed to develop a business plan, for which next to the Flemish educational market also the international educational market and other markets will be studied. Therefore, this project proposes four working packages. The first working package concerns the development of an algorithm server, which enables the use of the by D-PAC developed algorithms for comparative judgement in other platforms. The second working package focuses on the development of a Content Management System (CMS) for educational purposes. Based on four years of experience, this CMS can be developed according to the needs of end users in education in such a way that they shall be willing to pay for it. The third working package investigates the business model for education. This mainly concerns studying whether assumptions and strategies working for the Flemish context can be applied for the Dutch and international market as well. The fourth working package deals with a market investigation for other applications of D-PAC, as for example selection, prioritizing or training aims.

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Policy making capacities of school boards. Development of a self-evaluation instrument 01/01/2018 - 31/12/2018

Abstract

Development of a self-evaluation instrument for Flemish school boards. The King Baudouin Foundation wants to equip school boards with an instrument to map out their own policy-making capacity and to benchmark them with other school boards. In order to do this a conceptual framework is developed and operationalized by edubron.

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Valorizing Integrated and Action-Oriented Education for Sustainable Development at School (VALIES). 01/09/2017 - 31/08/2021

Abstract

VALIES focuses on the implementation of Education for Sustainable Development (ESD) in formal education in Flanders. A central issue is a teacher professional development (TPD) within which teacher teams develop and implement ESD in the context of their own school. The research focuses on (1) the operationalisation of 'action competence' as the outcome of ESD, (2) the effectiveness of the TPD (3) the effectiveness of ESD (4) the role school culture, en (5) the role of social contexts. The project will result in tools that aim to facilitate the implementation of ESD in formal education in Flanders.

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Leading Learning by Networking project (LELENET). 01/09/2017 - 31/08/2020

Abstract

The project is aimed at the development and piloting of training modules focused on the development of competencies of school leaders to manage professional networks of teachers. This strengthens the expertise of headteachers in their efforts to promote joint, team and organizational learning in the area of diversity management at schools. Thanks to this, we will support headteachers in their competencies to lead and manage a professional network focusing on the development of inclusive education. and also support headteachers trainers in their ability to offer and lead courses focused on networking. The project also supports schools in their offer of quality education enabling success to all young students (inclusive education), as the main objective of networking and exchange of experience among teachers/schools is improving the quality of education/learning and increasing the professionalism of teaching work.

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Distributed evaluation and planning in schools (DEAPS). 01/09/2017 - 31/08/2020

Abstract

The project has been developed in response to a situation that has seen school systems throughout Europe and beyond increasingly seeking to examine how they might include different voices in conversations about how schools work. In particular there has been a concerted push to involve the voices of parents, students and school boards in a range of school conversations. Arguably the main impetus behind these efforts has been the drive by school inspection systems to formally involve other stakeholders in conversations about quality. While there have been many innovative programmes and procedures developed to include the voices of parents, students and other groups in discussions about what happens in schools there is still, arguably, a gap in the capacity of schools to manage this process. This project seeks to address this gap by creating a programme for schools that will allow them engage with students, parents and school boards in a structured and safe way. It is envisaged that the programme developed will link into evaluation and inspection structures in each of the partner countries but it can also be used in other context.

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Evaluation of internal inspections of schools 26/04/2016 - 31/08/2016

Abstract

The Agency Communal Education (city of Antwerp) conducts internal inspections of its schools at regular intervals. These internal inspections are largely based on the methods used by the Flemish Inspectorate. This study evaluates the effectiveness of the internal inspections by the Agency Communal Education.

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(How) Do school inspections affect the professional identity of teachers: emotions as obstacle or catalyst? 01/04/2016 - 31/03/2020

Abstract

Opinions of diverse stakeholders converge into the position that school inspections should not only serve the goal to hold schools accountable, but also to make a contribution to teachers' (views on the) realization of educational quality. Despite this ambition, empirical evidence indicates that inspections generally do not meet this development-oriented goal. The foundation of this study is that one cannot understand why inspections are (un)effective without grasping the role of emotions and the professional identity of teachers in this process. When mechanisms for evaluations (like inspections) postulate a conceptualization of 'a (good) teacher' that differs from the professional conceptions that teachers hold themselves, the professional identity of teachers can get affected. Teachers' efforts to address the 'inspection imposed expectations' are also found to go together with the experience of intense emotions. Positive emotions related to the inspection may be a source for teachers' motivation and job satisfaction. However, teachers experience negative emotions when their conceptualizations of well-nourished ideas and practices are being questioned. Also the question arises whether there are differences between teachers in different schools with regard to the impact of inspections on their emotions and their professional identity. School characteristics are said to have a strong influence on teachers' reactions on the inspection. This indicates that the interplay of individual aspects of emotions and professional identity on the one hand and school characteristics on the other hand may help to understand the impact of inspections. A carefully designed multi method approach is used. The ecological validity of the conceptual framework is guaranteed on the basis of a review study and explorative in-depth interviews. In the quantitative part of the empirical phase, written surveys are organized in a representative sample of 40 Flemish primary schools. Alongside the survey study, in-depth case studies will provide qualitative data. 12 teachers out of 4 primary school teams will be followed. During 10 months we will carefully map emotions and the professional identity of teachers that are in the process of being inspected. Data are gathered using document analysis and semi-structured in-depth interviews. Additionally, a network perspective will enrich the understanding of effects of inspection on emotions and professional identity in the selected cases.

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Impact evaluation Expert Language Policy Program 01/08/2015 - 31/01/2016

Abstract

1. What are the policy making capacities concerning language policies of the primary schools of Genk, that have participated to the 'Expert Language Policy' program? 2. What are the effects of the support and professional development courses? To answer these research questions, qualitative and quantitative research methods will be conducted.

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Moving it or improving it? How schools deal with underperforming teachers. 01/01/2015 - 31/12/2018

Abstract

Findings from over four decades of school effectiveness research have shown that the quality of teachers outperforms school features and classroom features (such as social composition) in explaining variation in pupils' learning results. This implies that pupil results of ineffective teachers are generally increasing less than those of effective teachers. Cumulative effects of such ineffective teachers are alarming and measurable for at least four years. (Representative) data on the number of underperforming teachers in Flemish education are not available. Moreover, internationally, little is known about the ways schools deal with underperforming teachers. As such, the current scientific knowledge base fails to present conceptual and thorough empirical work on how schools (can) deal with underperforming teachers. Fundamental research and theory building on the topic are urgently needed. Besides describing the features and occurrence of underperforming teachers this study aims at explaining differences in how schools deal with underperforming teachers. To understand which processes are employed it is crucial to understand that the reaction by the school (principal) is context specific and that there is no one-size-fits-all set of activities. To fully capture this variation, we build in different types of underperformance in our framework and a broad range of strategies to deal with it. In addition, we acknowledge that (under-)performing teachers are embedded in a specific social context. Therefore, we distinguish between two sets of influencing (supporting and constraining) factors: school cultural and leadership characteristics. A carefully designed multi method approach is used. The ecological validity of the conceptual framework is guaranteed on the basis of a literature study and a Delphi study. In the quantitative part of the empirical phase, written surveys are organized in a representative sample of 80 Flemish primary schools. Alongside this survey, 6 in-depth case studies provide qualitative data on how schools deal with underperforming teachers. Data are gathered using logbooks and semi-structured in-depth interviews. Additionally, a network perspective will enrich the qualitative understanding of the selected cases.

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Secondary analyses on TALIS-data with respect to professional development and collaborative learning. 01/01/2015 - 30/04/2015

Abstract

This project represents a formal research agreement between UA and on the other hand 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.

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Large-scale testing of competences. Development of an evaluation matrix for test programs and inventory of good practices. 01/10/2014 - 31/05/2016

Abstract

This project represents a formal research agreement between UA and on the other hand 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.

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Scenario's for monitoring learning (gains) in Flanders: design research into feasibility and desirability 01/10/2014 - 31/03/2016

Abstract

There are good reasons to get a (more) systematic picture of learning outcomes in Flemish compulsory education. However, systems for monitoring learning outcomes give rise to critical questions, and sometimes unintended effects (can) occur. This study substantiates possible scenarios for monitoring learning outcomes and investigates whether these are feasible and desirable in a Flemish context. Central to this research is the identification of design principles for setting up a tailor made monitoring system. This is done using a systematic literature review, a Delphi study and the study of foreign monitoring systems. Based on the design principles scenarios are written and tested with stakeholders during in-depth interviews.

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Development, validation and effects of a digital platform for the assessement of competences (D-PAC). 01/01/2014 - 30/04/2018

Abstract

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

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Transbaso: enhancing the educational and social efficiency of the transition between primary and secondary education: innovations for the field. 01/01/2014 - 31/12/2017

Abstract

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

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Dead wood or untapped expertise? Intergenerational knowledge brokerage in school teams. 01/01/2014 - 31/12/2017

Abstract

As the European labour market is characterized by a large outflow of older employees, the ability to retain knowledge of employees close to retirement potentially becomes a key feature of successful schools. Whereas older teachers are described by some as 'dead wood', workers who have little potential and a low level of performance, others argue that the explicit and implicit knowledge of the workers close to retirement is largely underestimated. The current scientific knowledge base fails to present conceptual and empirical work on how schools can capitalise on the knowledge of teachers close to retirement. The concept of 'intergenerational knowledge brokerage' (IKB) focuses on the facilitation of sharing knowledge between knowledge demands and knowledge supply over generations. Besides describing the current processes and results of intergenerational knowledge brokerage this study also explains differences in intergenerational knowledge brokerage . It distinguishes between three sets of influencing factors: individual teacher, team and school characteristics. A carefully designed multi method approach is used. The ecological validity of the conceptual framework is guaranteed on the basis of a literature study and a Delphi study. In the quantitative part of the empirical phase, written surveys are organized in a representative sample of 80 Flemish secondary schools. Alongside this survey, 6 in-depth case studies provide qualitative data on intergenerational knowledge brokerage in subject teams between teachers that are close to retirement and the other teachers. Data are gathered using logbooks and semi-structured in-depth interviews. Additionally, a network perspective will enrich the qualitative understanding of intergenerational knowledge brokerage in the selected cases.

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Expert Language Policy. 01/07/2013 - 31/12/2013

Abstract

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

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Creation reports pedagogical guidance services OVSG and POV. 01/02/2013 - 28/02/2013

Abstract

This project represents a formal research agreement between UA and on the other hand 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

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Innovation and excellence monitor for primary education (IEMBO). 01/01/2013 - 31/12/2017

Abstract

This project represents a formal research agreement between UA and on the other hand 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.

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The use of Information by school leaders and teachers. 01/08/2012 - 31/01/2014

Abstract

Although (Flemish) education has a long tradition of collecting information, the full potential of the use of this information has only recently been recognized. As yet, however, little is known about how available evidence informs policy and practice in Flemish schools. This study provides insight into how school leaders and teachers use information for making policy and practice related decisions. It will describe the current practices and will provide evidence for the explanation and evaluation of current information-driven policy and practice. The conceptual approach of information brokerage is put central. To achieve the project goals several methodological techniques will be used: literature research, in-depth interviews and a survey study.

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Evaluation of the Flemish school advisory services in adult education. 15/07/2012 - 14/12/2012

Abstract

This project represents a formal research agreement between UA and on the other hand 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.

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The evaluation of the teacher evaluation system in nursery and primary education and schools for part-time arts education 01/03/2012 - 31/03/2013

Abstract

The research aims to study the practice and effects of teacher evaluation in schools for nursery and primary education and schools for part-time arts education. The study will analyze which characteristics the teacher evaluation systems have, how school characteristics influence the evaluation system , how different actors perceive the systems and what the effects of teacher evaluation are. Firstly, a survey will be administered to principals and all teachers in 100 schools for nursery and primary education and 10 schools for part-time arts education. Secondly, semi structured interviews will be conducted with the school community's coordinator, the principal, a union representative and two teachers of 15 schools for nursery and primary education and 3 schools for part-time arts education.

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Operation, range and impact of educational counseling services in Flanders. 17/11/2011 - 31/07/2012

Abstract

The goal of the project is the analysis of the effect, impact and the scope of the work of educational and counseling services from the perspective of the SNPB educational supervisors and educational institutions and the CLBs.

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Startup TALIS 2013 in Flanders. 16/08/2011 - 30/11/2011

Abstract

This project represents a formal research agreement between UA and on the other hand 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.

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Inspecting school inspections: Describing and explaining (un)intended effects 01/07/2011 - 31/12/2015

Abstract

The effects of external evaluation of educational institutions are subject to much debate, although they have only scarcely been subject of elaborate and fundamental research. There is very few research on the questions as to which quality aspects should be taken into account to assess the effects of school inspections, and as to what the expectations are of different stakeholders on what the effects of inspection on schools should be. The same holds for the assumptions on which the rationale for school inspections is built upon. Furthermore, the existing research findings are not consistent. Finally, a comprehensive conceptual framework that would allow the study of the effects of inspection on schools is currently not yet available. The following research proposal aims to fill this knowledge gap by developing the necessary theoretical knowledge base. This study will explore, build and test hypotheses on the effect of school inspections in the context of the Flemish educational system. It will (1) investigate the expectations of different stakeholders towards the effects of school inspections; (2) determine indicators that enable the assessment of the effect of inspections on schools; (3) Assess to what extent inspections have an effect on schools and what (un)intended effects can be discerned; and finally, (4), explain differences in the effect of inspections on schools. Effects of the school inspection will be linked with the reactions of schools, which are based on features of the inspection itself and features of the inspected schools. Given the complexity of the field of school inspections and the fact that the research domain is currently still poorly conceptualised, a well-conceived and diverse set of research methodologies and research activities will be used. This multi-method approach includes data collection through literature study, a Delphi study, written surveys and case studies. The research is divided into an explorative, a theoretical and an empirical research phase.

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Evaluation "Well-being at school". 28/02/2011 - 31/12/2011

Abstract

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

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The evaluation of the evaluation system for teachers. 01/04/2010 - 30/09/2011

Abstract

This project represents a formal research agreement between UA and on the other hand 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.

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Content validation of a self-evaluation tool for CLBs. 01/03/2009 - 31/08/2009

Abstract

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

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Content validation of a self-evaluation tool for CLBs 01/01/2008 - 31/08/2008

Abstract

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

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