Mireille Post-Hubers

Mireille Post-Hubers
University of Twente | UT · Department of Educational Science

PhD

About

33
Publications
7,509
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411
Citations
Citations since 2017
29 Research Items
405 Citations
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Publications

Publications (33)
Article
Full-text available
This study aimed to determine why university students performed relatively low on a writing assignment. In phase 1, questionnaire and performance data were collected and analyzed. This evidence-informed approach revealed that students’ relatively low performance was caused by their relatively underdeveloped higher order thinking skills. A six-step...
Chapter
Gegeven het belang van organisatieveranderingen is het essentieel om goed te begrijpen hoe deze veranderingen plaatsvinden en hoe we die het beste kunnen ondersteunen. In dit hoofdstuk introduceren we een wat ons betreft veelbelovende theorie hiervoor, namelijk de theorie van organisatieroutines en in het bijzonder de routine dynamics (Feldman & Pe...
Article
Full-text available
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...
Book
Full-text available
In deze publicatie presenteren we hoe we samen met bedrijven zijn gekomen tot concrete ontwerp-principes voor een learning community en laten we met een praktijkvoorbeeld zien hoe een learning community kan worden vormgegeven. De aanpak en het ontwerp is uitgevoerd binnen de context van de energietransitie; de generieke ontwerpaanpak en de vormgevi...
Article
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
This position paper provides an alternative theoretical framework of sustainable second-order educational change. Here, sustainability refers to: 1) substantial changes made that affect the core of educators’ everyday practice; 2) a longitudinal process that begins when educators contemplate making changes and ends when satisfactory achievement on...
Article
Full-text available
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...
Article
Full-text available
Background/Context: The data team intervention was designed to support schools in using data while developing a solution to an educational problem. The participating data team members are responsible for building collective capacity within their school for using data and implementing actions related to the improvement plan. This can be challenging,...
Chapter
The team has selected one or several hypotheses and now needs to collect data for their research. The team should strive to make use of data that are already available within the school whenever possible. Teams make use of various kinds of data, including input data (data pertaining to how students enter the school, such as data about student chara...
Chapter
This chapter extensively covers what working with the data teamTM procedure is like in practice. It describes a team working on a school-wide problem regarding low graduation rates at their high school. It is loosely based on our experiences during the “Datateams” project, for which we supervised 37 teams as they worked with this method. In this ch...
Chapter
Schools often start using the data team™ procedure with the ambition of making data use part of the school’s regular operations. Working with the data team™ procedure therefore has to transition from a one-time project into a sustainable change: a new “routine” implemented at all layers of the school to use data in discussions and when making decis...
Chapter
This chapter uses a second case study to extensively describe what working with the data team™ procedure is like in practice. This chapter describes the process for a team that worked on a subject-specific problem pertaining to English language results in the 10th grade. The team defined the following problem definition: “We are unhappy about the E...
Chapter
The team has investigated various hypotheses. Based on the hypotheses that ended up being accepted, measures were taken to resolve the problem that was identified during step 1. Now it is time to evaluate whether the measures were actually effective. First of all, it is important to conduct an evaluation of the process and monitor the measures that...
Chapter
Once the data are deemed to be of sufficient quality (step 4), the team proceeds to the data analysis in step 5. Data analysis involves representing and summarizing the data in an insightful and clear manner, so this can then be interpreted. Representing the findings visually in a diagram can also aid in the data’s interpretation. The activities th...
Chapter
During step 3, the team collected the data necessary to answer the hypothesis or research question. The team can only use these data to draw proper conclusions if the data are of sufficient quality. Two key quality criteria for data are reliability and validity. Reliability deals with the extent to which a measurement is independent of chance. Vali...
Chapter
The first step of the data teamTM procedure is defining the problem. What problem or subject does the team want to work on? The subject a team wants to work on may be school-wide or subject-specific in nature, or both. Examples of school-wide topics are problems regarding the percentage of students progressing to the next grade level, problems rega...
Chapter
Once a problem definition has been formulated, the team can proceed to step 2 of the data teamTM procedure and formulate hypotheses pertaining to the possible causes of the problem. Now that the team knows what the problem is exactly, they work on discovering the why of the situation: what is the cause of the problem? When drawing up hypotheses, we...
Chapter
This chapter describes what needs to be done when a school would like to start working with the data teamTM procedure. First of all, it is advisable to bring in external supervision from the start. Research into the data teamTM procedure shows that long-term external supervision is crucial to a team’s effectiveness. Secondly, there are some prelimi...
Chapter
The data analysis makes it possible to interpret the data and draw conclusions about the hypothesis or research question. If a team’s hypothesis is correct, and they have identified an important cause of the problem, they can proceed to step 7: taking measures. However, if the team has not been able to accept the hypothesis, they have to go back to...
Chapter
Once the team has identified a cause of the problem at hand, they can move on to step 7: taking improvement measures. However, just because the cause of a problem has been identified, this does not mean that it is also immediately clear what measure is best suited to address this cause. In step 7, teams therefore start by gathering ideas about what...
Book
This book describes the Data Team Procedure: a method for data-based decision making that can help schools to improve their quality. It involves the use of teams consisting of 4-6 teachers, 1-2 school leaders and a data expert. The members of the team collaboratively learn how to use data to solve an educational problem within the school, adopting...
Article
Full-text available
The data team intervention was designed to support schools' data use. The sustainability of schools’ data use was investigated by studying the schools' development of the ostensive and performative aspects of organizational routines for: engaging in the data team intervention, acting upon their data team’s improvement plan, and using data for schoo...
Article
Full-text available
Background: Data-based decision-making (DBDM) and research-informed teaching practice (RITP) are key to teacher and school improvement. Currently, however, DBDM and RITP represent two distinct approaches to developing evidence-informed practice (EIP) and do not correspond to the all-encompassing notion of EIP envisaged by many academics and comment...
Article
Full-text available
The data team intervention was designed to support Dutch secondary schools in using data while developing a solution to an educational problem. A data team can build school-wide capacity for data use through knowledge sharing among data team members, and knowledge brokerage between the team and other colleagues. The goal of this mixed-methods study...
Article
Full-text available
Purpose – In this study, Nonaka and Takeuchi’s socialization, externalization, combination and internalization (SECI) model of knowledge creation is used to gain insight into the process of knowledge creation in data teams. These teams are composed of school leaders and teachers, who work together to improve the quality of education. They collabor...
Article
Full-text available
This study examined adolescent personality and problem behaviours as predictors of two types of social status: social preference and popularity. Academic track (college preparatory and vocational) and gender were expected to moderate these associations. The sample included 693 students (49.0% female; M = 15.46 years) attending classrooms in two aca...

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Archived project
Handbook for data-based decision making in education.