Klaas van Veen

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Verified

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• PhD
• Professor (Full) at University of Groningen

Uit onderzoek is bekend dat goed onderwijs gedijt bij de ontwikkeling van scholen als professionele leergemeenschappen. Omdat in een verkennende kwalitatieve studie aanwijzingen werden gevonden dat een uitgesproken schoolvisie gepaard gaat met een schoolcultuur als professionele leergemeenschap, zijn we in deze uitgebreide kwantitatieve studie nage...

Attention in teacher professional development programs for situating teacher learning in the workplace has increased during the last decades. This article presents an overview of what is described in recent educational workplace learning literature about facilitating and constraining conditions of the workplace. These findings are discussed from th...

Although lesson study (LS) is widely considered a promising approach to teachers' professional development, the variation in teacher learning in LS is not yet well understood. Using a cultural–historical activity theory lens, we identify aspects of LS as a learning activity of significance for teacher learning. Using mixed-methods analysis of quest...

Background The continual improvement of teaching and learning is vital for schools in order to meet the rapid changes in the world around us. Lesson study is considered a valuable professional development approach in that regard. It is focused on teachers collaboratively studying live classroom lessons. Sustaining lesson study, by making its core c...

This study investigated knowledge brokerage key actors, in schools that realized sustainable school improvement through professional learning communities (PLCs). To gain insight into what knowledge key actors brokered and how they brokered knowledge, key actors at five secondary schools that worked sustainably with PLCs participated in an in-depth...

This review examines the concept of organizational routines and its potential for investigating educational initiatives in practice. The studies in our review revealed three different approaches to routines: (1) examining organizational routines as entities, (2) (also) examining conversational routines, and (3) examining the internal structure of o...

This study examines the effects of an intervention intended to make primary school pupils aware of their core qualities on their self-concept. Self-concept was conceptualized from a multidimensional perspective and therefore operationalized in eight domains. A questionnaire administered at different times revealed several small though significant e...

Background Primary teachers’ pedagogical practices (TPP) are strongly focused on supporting pupils’ psychological needs, creating a safe learning climate, and encouraging pupils’ developmental and learning processes. As a core motivation for teachers is the desire to interact constructively with children, pedagogical practices can be understood as...

The way in which school leaders implement professional learning communities (PLCs) is important for realizing sustainable school improvement. The assumption is that school leaders act based on their interpretation of the PLC, which is based on their underlying educational beliefs. In this study, we explored these latter aspects by interviewing six...

Internationally, the attention to pre-service teacher research and inquiry in teacher education is growing. In the Netherlands, pre-service teacher research has been a compulsory component of primary teacher education for a decade. The assumption is that such research can help ‘future-proof’ teachers. This study examines the relationships among the...

This study aims to gain insight into the perceived purpose and value of preservice teacher inquiry in Dutch primary teacher education by teacher educators and preservice teachers at the undergraduate level; it also assesses the implementation of teaching and learning activities, and learning outcomes associated with teacher inquiry. In the Netherla...

This study examines which school factors schools report influence their (dis)continuation of lesson study, a professional development initiative, and how after a four-year, cross-school lesson study project ends. To examine this, the framework on three types of school factors (features of employment, malleable school processes and fixed school char...

Samenvatting Voor de kwaliteit van het onderwijs is het van belang dat ook ervaren docenten zich blijven professionaliseren. Wanneer de schoolcul-tuur kenmerken van een professionele leer-gemeenschap heeft, zou dat voor de profes-sionele ontwikkeling van ervaren docenten bevorderend kunnen werken. Deze verken-nende, kwalitatieve studie tracht de re...

Educational reforms in the Netherlands have a strong ideological nature. The main reason is that the quality of the educational system is generally high. Due to the ideological nature of educational reforms, teachers and schools are often not involved in the design of the reforms, which constitutes the central cause of reforms failing. The current...

Studies investigating the effectiveness of professional development (PD) programs have provided no conclusive findings on what exactly makes a PD effort effective. Using an observation-based coaching PD program, we explore which features in the PD implementation process facilitated or impeded teachers’ meaningful engagement in and learning from the...

Although distributed leadership and inquiry-based working are relevant topics to primary education, there has been little discussion about how team members perceive these practices as meaningful in their day-to-day work. Following on from prior quantitative studies, the present study conducted a case study in which semi-structured interviews were e...

Coaching is increasingly emphasised as a promising feature of professional development, yet concrete understanding of this complex process is lacking. This study investigates an observation-based coaching process by interviewing coaches and teachers from a three-year longitudinal PD programme. Findings indicate that coaches often supplemented their...

Organizational tasks and processes are preconditions for organizing professional learning teams but are often neglected in research. In nine schools, we examined which organizational tasks and processes were set up for lesson study, a form of a professional learning team, and in what way. Schools set up three organizational tasks and processes: rec...

To support school improvement, understanding the mechanisms that enhance teachers’ engagement in professional learning activities within schools over time is paramount. The purpose of this three-wave longitudinal study is to examine the role of workplace conditions (school leaders’ vision building and teams’ shared goals), in supporting teachers’ e...

Science and technology education has become increasingly important. However, for most teachers, it is challenging to provide this content. Therefore, professional development programmes are used to support teachers in this regard. In this qualitative study, effective characteristics that should be present in such programmes were identified. Moreove...

Although it is generally known that distributed leadership is relevant for reinforcing teachers’ capacity to change, how leadership roles are distributed among teachers largely depends on how principals perceive distributed leadership. Specifying principals’ perceptions and how these are related to teachers’ capacity to change leads to theories abo...

Training researchers represents a substantially deeply international activity for higher education, and yet the transition into independence, a critical aim of doctoral education, remains a challenge for both supervisors and doctoral students, especially those from different cultural backgrounds. Interactions between Chinese doctoral students and t...

This article studies the relationship between teachers’ perceptions of distributive leadership and inquiry-based work in primary schools and the resulting impact on those teachers’ capacity to contribute to educational change. The path analysis that tests the proposed model relies on questionnaire data collected from 787 teachers in 65 primary scho...

The aim of this study is to explore Dutch primary school teachers’ perceptions regarding their pedagogical practices, and, specifically, whether they consider these practices under pressure. We conducted a survey among a sample of 261 primary school teachers from 115 schools, that included open and closed questions. The analyses showed that primary...

Adaptive teaching has become increasingly important in research and practice. However, its complexity calls for effective professional development approaches, such as Lesson Study, that may promote adaptive teaching practices. This study uses a quasi-experimental mixed-methods design, consisting of stimulated recall interviews and classroom observa...

Professional school cultures, which can be characterized by teachers who take an inquiry stance and in which exchanging knowledge and colla-boratively developing classroom material is common practice, receive increasing attention. However, teachers in many schools still often work in isolation and generally do not critically examine their practices...

Professional development practices remain at the forefront of ways to support teacher learning but are difficult to sustain. We investigate whether and how teachers continued to perform the professional development practice of lesson study in their own schools after participating in a cross-school Lesson Study Professional Learning Network for four...

Educational improvement projects are increasingly focused upon the significant role of data in determining student performance, teachers’ learning, and schools’ ability to initiate local reforms. Thus, schools are moving toward a new approach to learning, progressing from the routine to the non-routine through inquiry-based working. In addition, ed...

Attention to the role of pre-service teacher research in teacher education is growing worldwide. This study compares the perceptions of teacher educators and pre-service teachers about the purposes, learning outcomes, and value of pre-service teacher research in different contexts. Questionnaires and interview data from participants in the Netherla...

Docenten staan voor de complexe uitdaging om hun onderwijs af te stemmen op een grote variëteit aan onderwijsbehoeften van hun leerlingen en moeten tegelijkertijd voldoen aan de door schoolbesturen en landelijke instanties opgestelde kwaliteitseisen. Deze complexiteit is in de afgelopen twee decennia vergroot door een internationale beweging naar m...

Using item response theory, this study explores whether student survey and classroom observation items can be calibrated onto a common metric of teaching quality. The data comprises 269 lessons of 141 teachers that were scored on the International Comparative Analysis of Learning and Teaching (ICALT) observation instrument and the My Teacher studen...

The book is part of a trilogy about subject-specific pedagogy.

The introduction of the new computing science curriculum in the Netherlands in 2019 raises the need for new evidence-based teaching materials that include practical assignments and guidelines for their assessment. As a part of our research project on teaching Computational Science (modeling and simulation), we participate in these efforts and devel...

Internationally, universities and policy-makers are calling for stronger integration of research into teaching. However, it is unclear how to implement this in practice in different disciplinary areas and contexts. This study contributes to this understanding with a focus on language teaching in the Chinese context. We surveyed 152 university teach...

Background Teaching is a stressful profession especially for beginning teachers. Induction programmes can support beginning teachers. Little is known concerning which elements of induction programmes can influence (the change in) teachers’ stress over time. Aims This study aims to investigate the growth of stress causes and stress responses during...

In this study, the relationships between beginning teachers’ perceived stress causes, stress responses, observed teaching behaviour and attrition is investigated employing structural equation modelling (SEM). A total of 143 BTs were surveyed using the Questionnaire on the Experience and Evaluation of Work-BTs (QEEW-BT). Teaching behaviour was obser...

The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using...

The purpose of this study was to evaluate the outcomes of teacher preparation based in Professional Development Schools (PDSs) in secondary education in The Netherlands over a period of three years. Approximately 150 teachers in non-PDSs were compared with 50 teachers in PDSs with declining response rates. Classroom observation ratings and student...

Teachers are expected to address a broad range of diverse pupil needs but do not always feel capable or lack the skills to meet these high expectations. The professional development approach Lesson Study may address this. Therefore, this study examines whether participating in Lesson Study influences teachers’ beliefs of self-efficacy and (adaptive...

Computational science, comprised of modeling and simulation, is a new theme in the new 2019 Dutch secondary education informatics curriculum. To investigate the pedagogical content knowledge (PCK) on modeling and simulation, we interviewed ten informatics teachers and analyzed their PCK, distinguishing its four elements - knowledge of goals and obj...

In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers’ current professional concerns. Also, teachers in different professional life phases have different reasons for engaging in professional l...

Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. In total, 22 Lesson Study participants from different school contexts were interviewed. Clarke and Hollingsworth's Interc...

This study focused on teachers' self-directed learning; a concept derived from adult learning theories that accommodates for the idea that teachers formulate their own learning needs and consequently direct their learning. Teachers from 11 Dutch secondary schools (N = 309) were asked about their preferred learning domains (‘what’), their preferred...

Researchers have recently become interested in exploring cumulative order in teachers' use of teaching practices, which they argue may reflect stages in teacher development. However, to validly apply stage models to individuals, it is necessary to determine whether all teachers fit the stage order. This study explores whether and in how many lesson...

In this study, we explored the relationships between teachers’ self-articulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in programmes for teachers’ professional development years of teaching experience are hardly taken into account. Sixteen teachers with varying years of experience...

Whereas cross-sectional research has shown that transformational leadership, task interdependence, and self-efficacy are positively related to teachers’ engagement in reflective learning activities, the causal direction of these relations needs further inquiry. At the same time, individual teacher learning might play a mutual role in strengthening...

This study connects descriptions of effective teaching with descriptions of teacher development to advance an initial understanding of how effective teaching may develop. The study's main premise is that descriptions of effective teaching develop cumulatively where more basic teaching strategies and behaviors are required before teachers may advanc...

Publiekssamenvatting Lesson Study is een professionaliseringsaanpak voor leraren. De aanpak is in Nederland relatief nieuw. Leraren van elk niveau (po, vo, mbo, ho) of vak kunnen eraan deelnemen. In een Lesson Study kiest een team leraren eerst een leerprobleem van leerlingen. Vervolgens ontwerpt het team goed onderbouwd een ‘onderzoeksles’ waarin...

Schools’ structural workplace conditions (e.g. learning resources and professional development policies) and cultural workplace conditions (e.g. school leadership, teachers’ collaborative culture) have been found to affect the way teachers learn. It is not so much the objective conditions that support or impede professional learning but the way tea...

Computational Thinking (CT) is gaining a lot of attention in education. In this study we focus on the CT aspect modeling and simulation. We conducted a case study analyzing the projects of 12th grade high school informatics students in which they made models and ran simulations of phenomena from other disciplines. We constructed an analytic framewo...

Teachers’ agency has an effect on their own learning process at the workplace. In this study we explored the extent to which teachers participating in a formative teacher assessment procedure developed a sense of agency. We investigated not only whether teachers participating in a such an assessment procedure experienced agency and thus felt in con...

Implementation of effective teacher evaluation procedures is a global challenge in which lowering the chances that teachers receive inaccurate evaluations is a pertinent goal. This study investigates the minimum number of observations required to guarantee that teachers receive feedback with modest reliability (Eρ² ≥ 0.70) and that any summative de...

In dit boek wordt een praktische toolkit aangeboden om het onderwijsrepertoire van gedifferentieerde uitdagende lessen uit te breiden. Ook worden de theoretische achtergronden van de toolkit uiteengezet. In de vakkaternen worden uitwerkingen voor de verschillende schoolvakken gegeven. Mede mogelijk gemaakt door OCW in het kader van het 'Plan van aa...

The number of international Chinese students enrolled in research programmes in Western universities is growing. To provide effective research supervision to these students, it is helpful to understand the similarities and differences in the supervision process between the host country and their home country. We explored which learning outcomes sup...

To understand the challenges and their causes in interactions between Western supervisors and international doctoral students, we conducted a self-study of our experiences as a Chinese international student and her Dutch supervisor during her doctoral research project. We found the supervisor and the student to differ in their expectations of the l...

In eerder onderzoek wordt gesteld dat do-centen subjectieve beoordelaars zijn die zich bij het geven van cijfers niet beperken tot het becijferen van alleen de leerlingvaardigheid, maar cijfers geven voor een mengelmoes ('hodgepodge') van eigenschappen: de hod-gepodgehypothese. Ook zouden docenten verschillen in mildheid; de mildheidshypo-these. In...

This study explores the interaction between organizational and psychological factors that play a role in professional teacher learning. More specifically, how teachers’ engagement in learning activities (e.g. keeping up to data, self-reflection, and experimenting, respectively, asking for feedback and information sharing) is influenced by the organ...

We explored how the institutional and individual backgrounds of university teachers influence their beliefs about what the role of research in university teaching should be and their perceptions of how they have managed to incorporate research into their actual teaching. A total of 132 teachers from research universities (RU) and universities of ap...

Computational Thinking (CT) is gaining a lot of attention in education. We explored how to discern the occurrences of CT in the projects of 12th grade high school students in the computer science (CS) course. Within the projects, they constructed models and ran simulations of phenomena from other (STEM) disciplines. We examined which CT aspects occ...

This study reports on the development of a teacher evaluation instrument, based on students' observations, which exhibits cumulative ordering in terms of the complexity of teaching acts. The study integrates theory on teacher development with theory on teacher effectiveness and applies a cross-validation procedure to verify whether teaching acts ha...

This study explores teacher learning in Vocational Education and Training colleges, combining organizational and psychological factors, such as transformational leadership, teamwork, and self-efficacy. 447 teachers participated in a survey study. Multilevel structural equation modeling was used to test 7 hypotheses derived from previous research. T...

Whereas cross-sectional research has shown that transformational leadership, task interdependence, and self-efficacy are positively related to teachers’ engagement in reflective learning activities, the causal direction of these relations needs further inquiry. At the same time, individual teacher learning might play a mutual role in strengthening...

In previous research, teachers report that they use a hodgepodge of factors when grading students. This has led researchers to suspect that teacher-assigned grades are inflated by teacher-student interactions; the hodgepodge hypothesis. Teachers also are reported to differ in grading leniency; the leniency hypothesis. In this study these two hypoth...

During the past decades, university teachers from both the East and the West have been increasingly called to involve their students in research, therefore they have to rethink not only their research and teaching practices but re-evaluate the role of research in their ongoing teaching. Thus, a survey was conducted to explore (1) what Chinese and D...

During the past decades, university teachers from both the East and the West have been increasingly called to involve their students in research, therefore they have to rethink not only their research and teaching practices but re-evaluate the role of research in their ongoing teaching. Thus, a survey was conducted to explore (1) what Chinese and D...

We explored how the institutional and individual backgrounds of university teachers influence their beliefs about what the role of research in university teaching should be and their perceptions of how they have managed to incorporate research into their actual teaching. A total of 132 teachers from research universities (RU) and universities of ap...

This study explored the content and structure of physics teachers' beliefs on teaching and learning in general in relation to their domain-specific beliefs. A questionnaire was administered to secondary school teachers in physics (N = 126) in the Netherlands. The results showed that beliefs about the general and domain-specific goals of physics edu...

In this study, the reciprocity between educational reforms and the role of teachers is examined. A social-discursive approach to sense-making provides a theoretical framework for understanding how teachers position themselves within the context of a reform. To illustrate the utility of such an approach, the specific case of a teacher involved in re...

Leader perceptions of higher education reforms in Armenia are examined in order to gain an insight into how they view the reforms, their role in the reforms and the roles of others. Semi-structured interviews were conducted with six Armenian higher education leaders and analysed in terms of the following five aspects relevant to leadership: policy...

This review provides an overview of the the current state of research on professional development in science education. An analytical frame was used, based on what is known about PD from educational research. Clarke and Hollingsworth's model for teacher professional growth was also used to categorise the studies according to their aims and outcomes...

The perceptions of the implementation of the Bologna reforms in Armenian higher education were examined in a questionnaire study with 279 university teachers, revealing how eight leading higher education institutions have adapted to the political directive to create alignment with the Bologna principles. The literature on educational change is used...

Onderzoek in de school ter discussie: doelen, criteria en dilemma's Universiteit Leiden. Universiteit om te ontdekken.

In this article, teachers' sense-making and reasoning about higher education reforms in a post Soviet country, namely Armenia, are examined using an analytical framework with six sensitising concepts: beliefs, emotions, attitudes, change knowledge, attributions and organisational culture. The results of semi-structured interviews with 12 Armenian h...

This paper explores the quality of the implementation of the West European Bologna reforms in higher education in a post-soviet country. This process of policy diffusion is analysed using concepts of policy diffusion/transfer and innovation literature, attempting to combine both streams of literature. Despite strong motivation to improve the educat...

Teachers’ reactions to reforms are often perceived in terms of agreement or resistance. In this article, an alternative is explored. More specifically, the interaction between teachers and reforms within the school are explored in order to gain greater insight into the manner in which teachers make sense of the reforms confronting them: How do teac...

This article argues that the quality of Dutch primary and secondary school teachers is not an urgent issue. Based on the available data from the international comparative studies like PISA and TIMSS, national data from CITO and school inspection, it should be concluded first that this data is not sufficient to draw rigid conclusions about teacher q...

Jeroen Imants is an associate professor at Graduate School of Education/ILS, Radboud University, Nijmegen. His research interests are in the field of organizational theory, teacher professional development, educational leadership, and school reform with a focus on the interrelationships between organizing, teaching, and learning. Recently, he has b...

The focus of this study is on how teachers' professional and religious orientations relate to their reaction intentions when confronted with morally critical incidents. The context of the study is the increasing importance of the moral task of teachers which is complex in current secularized and individualized Western society. The main assumption i...

The focus of this article is on the research-related activities that primary school teachers conduct in their daily work. Furthermore, the school support for these activities is examined. The researchrelated activities were operationalized on basis of Van Strien's research cycle and characteristics of systematic reflection. Data has been collected...

We begin our chapter by reviewing studies of teachers’ emotions in relation to reforms. We examine different theoretical perspectives and methods and elaborate on the strengths and weaknesses of this relatively new field of research, adopting a social-psychological approach to emotions. We argue that this field is still in need of a coherent concep...

In addition to cognitive research on school leaders' problem solving, this study focuses on the situated and personal nature of problem framing by combining insights from cognitive research on problem solving and sense-making theory. The study reports the results of a case study of two school leaders solving problems in their daily context by using...

Teachers' reactions to innovations are often perceived in terms of agreement or resistance. In this article, an alternative approach is explored. Main focus of this study is the interaction between teachers and innovations within a school. Aim is to gain more insight into the way teachers make sense of innovations, that is, how they relate their ow...