Powerful learning environment in priority schools, with a focus on diversity

The presence of non-native, low SES children challenges educators in many countries because for years on end the academic success of those children has been more limited than that of their native, middle-to-high SES peers. Despite the undeniable impact of the children's backgrounds, school effectiveness research has provided indications that the schools and the teachers can make the difference.

In this research project we try to unravel why some teachers succeed in providing for equal educational opportunities, and others don't.  The research consists of four different parts: teachers' expectations, classroom practices and learning outcomes of pupils in mainstream classes with more than 80% of children-at-risk: Pupils' involvement with the learning environment is studied quantitatively, the way diversity is dealt with is explored qualitatively, and mixed-method designs are used to study second language development and knowledge-construction.

The data of the four projects were collected in varying subsamples of 21 classrooms of 8 Flemish primary schools during the academic year 2006-07. Multilevel analyses of the outcome data point at significant differential learning effects within classrooms. Analyses of teacher-pupil(s) interactions and of teachers' ratings of children's competences show within class differentiation. Further analyses aim to illuminate the relationship between those results and to link the results of the above-mentioned studies to one another.

Study on dealing with diversity in priority schools

This research project focuses on different topics related to diversity:

• The way teachers and schools deal with diversity (in school documents, in interviews and in daily classroom practice).
• The way parents are involved in schools.
• The use of cooperative learning in priority schools: we examined the teaching practice of six teachers in three priority schools.  We will elaborate how teachers in priority schools use cooperative learning methods and what their beliefs about cooperative learning are. We examine the quality of cooperative learning in practice by analyzing student interactions and teacher guidance. We will also focus on the lessons learned from the use of cooperative learning in practice and the implications for our in service training on cooperative learning. 

Results

Presentatie onderzoek op studiedag Goed GeGOKT?, 8 december 2010

• Van beleid tot beelden. Omgaan met diversiteit op school

Presentatie op studiedag Coöperatief leren en CLIM, 20 oktober 2010

• Coöperatief groepswerk in praktijk [prezi-presentatie]

Artikels in nieuwsbrief Steunpunt Diversiteit & Leren

• Interactieve werkvormen in de klaspraktijk
• Kwaliteit van groepswerk. Resultaten van onderzoek en tips voor de praktijk.

Workshop IASCE Conference, 2013

• The quality of cooperative learning in practice