teaching$for$improved$learning$in$voca0onal$educa0on...at every school we observed four lessons, all...
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The$Netherlands$Educa0onal$Research$Associa0on$(VOR:$division$Learning$&$Instruc0on)$2013$AERA$Annual$mee0ng$invited$symposium,$San$Francisco$April$27JMay$1$
Teaching$for$improved$learning$in$voca0onal$educa0on
di 30 apr. 13 (w)
Integra0on$of$academic$and$voca0onal$disciplines$Reasons$for$ac0on$in$prac0ce$Mar$jn'van'SchaikUniversity$of$Applied$Sciences$Amsterdam,$School$of$Educa0on.$How$teachers$in$voca0onal$educa0on$interpret$their$teacherJstudent$interac0ons$in$terms$of$educa0onal$values$and$idealsCarlos'van'Kan,'Ilya$ZiRer,$Barbara$van$Wijk$&$Patricia$Brouwer,$Centre$for$Exper0se$in$Voca0onal$Educa0on$and$Training$(ecbo),$Utrecht.$
How$teachers$learn$to$scaffold$and$how$scaffolding$affects$students’$achievement$and$engagement:$An$experimental$classroom$studyJanneke'van'de'Pol,$Monique$Volman,$Frans$Oort,$Jos$BeishuizenUtrecht$University$(UU),$University$of$Amsterdam$(UvA),$VU$University$Amsterdam$(VU)
Teachers’$prac0ce$in$preparatory$secondary$voca0onal$educa0on:$A$mixture$of$teacher$control,$and$s0mula0ng$selfJregula0on.Jan$ne'van'Beek,$Alexander$Minnearts,$Theo$Wubbels$&$Frank$de$JongStoas$Wageningen$Vilentum$University$of$Applied$Sciences,$GroningenUniversity,$Utrecht$University,
presenters
di 30 apr. 13 (w)
Integration of academic & vocational discplines
Martijn van Schaik | [email protected] | presentations.mvanmartijn.eu/17
AERA 2013VOR L&I
3
di 30 apr. 13 (w)
Martijn van Schaik | [email protected] | presentations.mvanmartijn.eu4
Integration of academic and vocational disciplines
Reasons for action in practice
AERA2013
VOR L&I[Netherlands Educational
Research Association DIV Learning & Instruction]
di 30 apr. 13 (w)
Integration of academic & vocational discplines
Martijn van Schaik | [email protected] | presentations.mvanmartijn.eu/17
AERA 2013VOR L&I
Overview
• Final intervention at 4 schools in DRB project
• Video method
• Web of reasons and knowledge
• Reasons for action in practice: levels of integration
• Video episodes
• Discussion
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di 30 apr. 13 (w)
Integration of academic & vocational discplines
Martijn van Schaik | [email protected] | presentations.mvanmartijn.eu/17
AERA 2013VOR L&I
The DBR Design based research in 3 phases:
• Case study (06/07)
• Intervention I at 2 schools (07/08)
• Intervention II at 4 schools (08/09)
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di 30 apr. 13 (w)
Integration of academic & vocational discplines
Martijn van Schaik | [email protected] | presentations.mvanmartijn.eu/17
AERA 2013VOR L&I
The case• Intervention II:
Design and construct a tandem tricycle
Guided co-construction
Preparatory secondary vocational education (PVSE)
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di 30 apr. 13 (w)
Integration of academic & vocational discplines
Martijn van Schaik | [email protected] | presentations.mvanmartijn.eu/17
AERA 2013VOR L&I
The caseMethod:
DBR: assignment for students, tools for teachers to implement
qualitative: interviews, observations (all video)
quantitative (phase 2/3):
pre- and posttests
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di 30 apr. 13 (w)
Integration of academic & vocational discplines
Martijn van Schaik | [email protected] | presentations.mvanmartijn.eu/17
AERA 2013VOR L&I
The case
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Earlier studies:
Designing by students leads to better understanding
Teachers should simulate ‘real’ design process
Models/drawings as tools between theory and practice
di 30 apr. 13 (w)
Integration of academic & vocational discplines
Martijn van Schaik | [email protected] | presentations.mvanmartijn.eu/17
AERA 2013VOR L&I
The case
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di 30 apr. 13 (w)
Integration of academic & vocational discplines
Martijn van Schaik | [email protected] | presentations.mvanmartijn.eu/17
AERA 2013VOR L&I
Web of reasons “the complex of interconnected
reasons, premises and implications, causes and effects, motives for action and activity, and utility of tools for particular purposes that are at stake in particular situations”
(Bakker & Akkerman, submitted)
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di 30 apr. 13 (w)
Integration of academic & vocational discplines
Martijn van Schaik | [email protected] | presentations.mvanmartijn.eu/17
AERA 2013VOR L&I
Levels of integration
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(always the same person) and captured those interactions in which students and
teachers together, or students by themselves were solving problem (for a more
detailed description see van Schaik et al., 2010a; Van Schaik, 2009). In addition,
we video recorded the interviews with students and teachers we held shortly after
each observation.
The selection of the video sections for analyses was based on the
assumption that manifestation of the students' reasons for action could be found in
interaction with each other or with the teacher. The additional criterium was the
presence of drawings or models.
Video analyses
Video analyses were conducted using TAMSS analyzer (Weinstein, 2006). First
interactions over drawings and models were labelled, next those the utterances in
those interactions were coded using Bakker and Akkerman's operationalization of
the level of integration of types of knowledge (Bakker & Akkerman, submitted).
Table 1 shows the four levels. 'Statistical-mathematical' in the original is replaced
with scientific-mathematical/vocational as the two kinds of disciplines established
in the theoretical framework above.
Table 1
Levels of knowledge integration used as codes in the data analysis (derived from Bakker &
Akkerman, submitted)
Level Characterization
1Statement about something scientific-mathematical/vocational or work-related but
without explanation or reasoning
2Reasoning or explanation with only scientific-mathematical/vocational or only
work-related (non-theoretical) knowledge.
3Statement in which a scientific-mathematical/vocational fact and a work-related
fact are combined.
4Reasoning with both scientific-mathematical/vocational and work-related
knowledge
Results
At every school we observed four lessons, all practice lessons. At school 1 we also
observed a prototype lesson. At school 2 there were no separate prototype lessons;
the subject-matter teachers at that school were present during the regular practice
periods and the content of the prototype lessons was taught in the context of those
practice lessons. All together we gathered almost 12 hours of video data (see table
2).
di 30 apr. 13 (w)
Integration of academic & vocational discplines
Martijn van Schaik | [email protected] | presentations.mvanmartijn.eu/17
AERA 2013VOR L&I
The video
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11 2
di 30 apr. 13 (w)
Integration of academic & vocational discplines
Martijn van Schaik | [email protected] | presentations.mvanmartijn.eu/17
AERA 2013VOR L&I
Models in action
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di 30 apr. 13 (w)
Integration of academic & vocational discplines
Martijn van Schaik | [email protected] | presentations.mvanmartijn.eu/17
AERA 2013VOR L&I
Reasons for action
15
Table 2
Video data and number of representations
When we look at the number of presentations (drawings and models) during the
observations we can see that school 1 had six more in total. However at school 2
representations were still present at the end of the process, whereas at school 1 as
the process evolved the representations disappeared. This is in line with our
previous findings (Van Schaik et al., in press).
18 episodes were selected in which the students we followed for this study were
present. Most of those were around the episodes in which representations were
visible. In two episodes there were no representations.
In all episodes and in an interviews we code the utterances to the level of
integration (table 3). As with the representations, at school 1the prevalence of
utterances with some level of knowledge decreased towards the end of the
process. At school 2 however, in the final presentations students still showed
integration of knowledge. Another difference between the schools is the level of
integration. At school 1 only level 1 and level 2 utterances were found, whereas at
school 2 also level 3 integration was coded. No level 4 was found in the
observations.
Table 3
Level of integration in utterances
School 1 School 2
Week 1
Week 2
Week 31:09:09 4
Week 4 1:08:13 6
Week 5
Week 6 1:46:46 7 1:53:05 3
Week 70:57:07 5
0:31:21 1
Week 8
Week 9
Week 10 2:13:39 0 1:25:48 3
Week 11 Interview
Later 0:52:05 3
Total 6:37:06 19 5:20:07 13
Lesson typeduration of video obs.
number of repr.
Lesson typeduration of video obs.
number of repr.
Practice
Practice (drawing)
Practice Practice
Practice
P-lesson
Practice Practice
Presentations(3)
School 1 School 2
week 4 week 6 week 7 week 10 week 3 week 6 week 10
Level 1 8 8 4 4 4 1 2
Level 2 1 1 3 1
Level 3 4 2 2
Level 4
Levels of
integraton
Week
10
(intervi
ew)
Presen-
taton
di 30 apr. 13 (w)
Integration of academic & vocational discplines
Martijn van Schaik | [email protected] | presentations.mvanmartijn.eu/17
AERA 2013VOR L&I
Reasons for action
16
Typical statements and reasoning
di 30 apr. 13 (w)
Integration of academic & vocational discplines
Martijn van Schaik | [email protected] | presentations.mvanmartijn.eu/17
AERA 2013VOR L&I
Reasons for action
17
Teacher guidance
di 30 apr. 13 (w)
Integration of academic & vocational discplines
Martijn van Schaik | [email protected] | presentations.mvanmartijn.eu/17
AERA 2013VOR L&I
Discussion• Models and reasons fade after
practical part of process starts:
• how to maintain theoretical (level 3/4) reasoning ?
• What should be simulated:
• academic practice
• vocational practice ?
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mvanmartijn
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