Dutch Elementary Schools Research Articles

The teacher guidance model for practitioner research: a longitudinal case study

ABSTRACT This study investigated whether and how a teacher guidance model could be applied by researchers to guide Dutch elementary school teachers in learning to conduct practitioner research. The authors’ guidance model is inspired by the cognitive apprenticeship approach and comprises four phases with different guidance strategies to scaffold and fade support for teacher learning. Over the course of three years, two researchers facilitated four teacher teams (7–11 members per team) during three phases of the model. The researchers and teachers both appraised the guidance strategies; teachers also rated their proficiency in conducting practitioner research before and after each phase. Results showed that teachers’ confidence increased and that they considered the guidance strategies valuable. Thus, the teacher guidance model provides a good starting point for researchers aiming to support teachers in learning to conduct practitioner research. Future research should aim to refine the guidance strategies within the model.

“Miffy eats the rainbow!” – A colorful modeling- and reward-based intervention to increase willingness to taste fruit and vegetables in 3–7-year-old children

Diets rich in fruit and vegetables (F&Vs) improve cognitive functioning and reduce the risk of non-communicable diseases in children. Nevertheless, 59% of Dutch children do not meet recommended intake levels. Given the importance of color in children's food choices, the concept of “eat the rainbow” presents a promising approach. This project aimed to evaluate the effects of a modeling- and reward-based intervention to stimulate the consumption of colorful foods to increase willingness to taste different F&Vs among children aged 3–7 years. 164 children from Dutch elementary schools participated in a nested cluster randomized multi-arm parallel design study. During two morning school breaks, children were invited to choose from ten F&Vs in five different colors. Their willingness to taste and ad libitum intake were recorded. The first session served as a baseline with no intervention, while the second session involved either the Miffy intervention (modeling- and reward-based), a reward-only intervention (reward-based), or a control session. In the Miffy intervention, children listened to a story about Miffy eating the rainbow before tasting F&Vs and they received colored stickers (e.g., red sticker for tomatoes, green sticker for celery) upon tasting them. In the reward-only intervention, children received a sticker upon tasting a food. The Miffy group showed a higher probability (P(tasted) = 0.39) of tasting a food product compared to the control group (P(tasted) = 0.29; OR = 0.63, p = .04). No significant differences were observed between the Miffy and reward-only groups or between the reward-only and control groups. Both interventions did not significantly impact intake or liking of the foods. The Miffy-themed intervention demonstrates potential to enhance children's willingness to taste F&Vs, primarily due to the use of non-food incentives.

Understanding the interplay between teacher self-efficacy, teacher–student interactions, and students’ self-regulated learning skills at different levels of classroom ecology

IntroductionStudies pinpoint the importance of exploring factors in the classroom environment that might foster students’ SRL-skills in various domains. This study explored specific teacher and classroom factors, including self-efficacy for SRL-skills (TSE) and teacher–student interactions in relation to students’ self-regulated learning skills in various domains (metacognitive, motivational, and behavioral). Additionally, the moderating role of teacher–student interactions in the relationship between TSE and SRL-skills was examined.MethodsThird-to sixth grade students (N = 1,278, 46.9% boys) from 63 classrooms of Dutch elementary schools completed reports about their metacognitive, motivational, and behavioral SRL-skills. Teachers reported on their TSE for eight randomly selected students from their classes. In addition, the Classroom Assessment Scoring System was used to observe the quality of teacher–student interactions.ResultsMultilevel analyses generally revealed that individual students reported better metacognitive, motivational, and behavioral SRL-skills when their teachers felt efficacious in teaching SRL-skills. However, none of the associations at the class level were significant. Moreover, when high-quality teacher–student interactions were observed, students reported lower levels of metacognitive, motivational, and behavioral SRL-skills. No moderating effect of teacher–student interactions on the relation between TSE and SRL-skills was found.DiscussionThese findings show that specific measures of TSE at the appropriate level of analysis may help to better explain variation in TSE and students’ SRL-skills.

Dutch elementary school teachers’ differentiation practices during Science and Technology lessons

Although differentiation is essential to quality teaching, portraits of how teachers adjust lessons of specific subjects to students' needs are scarce. This study investigated Dutch teachers' differentiation practices in elementary Science and Technology (S&T) education. In a multiple-case design, data obtained from lesson plans, interviews and observations of nine elementary-school teachers were triangulated. All teachers adjusted their lesson's environment and/or process with the aim to support children's learning. Adjustments in product and content were less common and more targeted at fostering children's curiosity or creativity. These findings are discussed in relation to theoretical frameworks and empirical results in other contexts.

Mindfulness-based stress reduction for elementary school teachers: a randomized controlled trial

Educators frequently grapple with elevated levels of job-related stress, heightening the risk of mental health issues. Although Mindfulness-Based Stress Reduction (MBSR) has demonstrated effectiveness in reducing stress among the general populace, its implementation among educators, especially in non-United States settings, has received limited exploration. This pre-registered randomized-controlled trial investigates the effectiveness of the standard MBSR in reducing perceived stress among Dutch elementary school teachers. Additionally, it examines the impact of MBSR on mindfulness skills, emotion regulation, and self-compassion as secondary proximal outcomes, along with exploring its influence on teacher self-efficacy, perceived pupil-teacher relationships, and classroom climate quality as secondary distal outcomes. Involving 146 teachers randomly assigned to either the intervention (n = 72) or waitlist-control condition (n = 74), assessments were conducted pre- and post-intervention or control period, with a 3-month follow-up. Participants in the intervention reported significantly lower perceived stress compared to the control group, demonstrating a substantial effect size at post-treatment (d = −0.84) and a moderate effect at follow-up (d = −0.69). MBSR not only yielded improvements in personal well-being but also positively impacted teacher self-efficacy and classroom climate quality at both post-treatment and follow-up. These positive outcomes aligned with enhancements in mindfulness skills, emotion regulation, and self-compassion. However, no significant effects were observed on the pupil-teacher relationship. Exploratory analyses revealed no moderation effects based on past or present psychological problems, school weight/pupil population, years of experience, or age on perceived stress at post-measurement. Furthermore, the study examined the potential influence of COVID-19 on the results, concluding that the pandemic had no discernible impact. These findings advocate for the widespread adoption of the standard MBSR program as a means of enhancing the well-being of elementary school teachers.

To disclose or not? Children’s tendency to disclose peer victimisation in elementary school

This study aimed to shed light on the prevalence of chronic peer victimisation among Dutch elementary school children and factors associated with (non-)disclosure of such experiences by victims. 5,961 students from 73 schools participated (51.5% male; M age = 9.96; 77.7% native Dutch). Results showed that 12.3% of all children were victimised chronically, of which 29.4% did not disclose. Multilevel logistic regressions indicated that girls, older and native Dutch children were more likely to disclose. Moreover, experiencing depressive symptoms prompts disclosing victimisation. Anxiety, high emotion regulation skills, and perceptions of cohesion in the classroom were negatively associated with disclosure. The disclosure was not related to frequency or duration of victimisation, self-perceived social acceptance, self-worth, impulse control, or perceived classroom climate. Our study reveals information on the prevalence of peer victimisation and its disclosure, based on a nationwide study conducted in 2016–2017. It gives important insights into factors associated with disclosing victimisation experiences.

Control Theory Forecasts of Optimal Training Dosage to Facilitate Children's Arithmetic Learning in a Digital Educational Application.

Education can be viewed as a control theory problem in which students seek ongoing exogenous input-either through traditional classroom teaching or other alternative training resources-to minimize the discrepancies between their actual and target (reference) performance levels. Using illustrative data from [Formula: see text] Dutch elementary school students as measured using the Math Garden, a web-based computer adaptive practice and monitoring system, we simulate and evaluate the outcomes of using off-line and finite memory linear quadratic controllers with constraintsto forecast students' optimal training durations. By integrating population standards with each student's own latent change information, we demonstrate that adoption of the control theory-guided, person- and time-specific training dosages could yield increased training benefits at reduced costs compared to students' actual observed training durations, and a fixed-duration training scheme. The control theory approach also outperforms a linear scheme that provides training recommendations based on observed scores under noisy and the presence of missing data. Design-related issues such as ways to determine the penalty cost of input administration and the size of the control horizon window are addressed through a series of illustrative and empirically (Math Garden) motivated simulations.

Bring Fake News into the World: A Lesson Study Based on the Principles of Authentic Art Education

Abstract Bring Fake News into the World is an evaluative research study that explored how principles of authentic art education can be implemented in Dutch elementary schools. Central to the evaluation were the pupils’ responses elicited in the first lesson of a lesson series about fake news and socially engaged art, designed by generalist teachers according to the method of lesson study. The lesson series was executed in 15 Dutch schools and evaluated through observations, observer questionnaires, worksheets, and learner reports. Through both statistic and qualitative analysis, the study sheds light on how state-of-the-art content matter can be applied in elementary schools and how pupils are encouraged to develop cross-curricular skills in art class. The empirical data underline how generalist teachers can design and implement art education that addresses topical societal issues, makes meaningful connections with contemporary art and popular culture, and appeals to 21st-century skills, including critical thinking and creativity.

Sleep disturbances in children with functional gastrointestinal disorders: demographic and clinical characteristics.

Research indicates a deleterious effect of sleep disturbances on pain and illness-related functioning across pediatric populations. Sleep problems in youth with functional gastrointestinal disorders (FGIDs) are understudied, despite studies in adult FGIDs indicating sleep disruptions increase pain and symptom severity. This study sought to better characterize sleep problems in school-age children with FGIDs and to assess relationships with demographic characteristics and gastrointestinal symptoms. Sixty-seven children with FGIDs (pediatric Rome IV criteria) and 59 parents completed questionnaires assessing sleep problems, and children completed a 2-week pain/stooling diary. Sleep problems in this sample were compared with published normative samples, and children above and below the clinical cutoff were compared on demographics and FGID symptoms. Of the sample, 61% were above the clinical cutoff for sleep disturbances, with significantly greater bedtime resistance, sleep onset delay, sleep duration, and daytime sleepiness than the comparison group. Children above the clinical cutoff reported greater mean abdominal pain severity and pain interference. Relative to White participants, Black/African-American participants were more likely to be above the clinical cutoff and indicated more frequent night wakening and symptoms of sleep-disordered breathing, but lower maximum and overall mean abdominal pain severity. Sleep problems in children with FGIDs are common and related to greater day-to-day abdominal pain severity and pain interference. Results suggest sleep-pain relationships may differ across racial/ethnic groups. Assessing sleep in children with FGIDs is important, and further research is needed to assess underlying mechanisms and evaluate sleep as a potential treatment target in this population.

School‐wide positive behavioral interventions and supports in Dutch elementary schools: Exploring effects

AbstractIn 2009, School‐Wide Positive Behavioral Interventions and Supports (SWPBIS) was introduced in the Netherlands to support schools in creating safe learning environments. In this longitudinal study, we explored effects of SWPBIS on student outcomes in the Netherlands. Fidelity of implementation of SWPBIS has been associated with improved student outcomes. The purpose of this study was to examine the relation between changes in fidelity and student outcomes. A total of 66 elementary schools (n = 14,256 students) were followed for 3 years (2015–2018). We collected yearly data on fidelity, social safety (consisting of students' social well‐being, general feeling of safety, harassment, prevalence of unsafe locations in and around schools), behavior incidents, and additional behavioral support. Using repeated measures analysis of variances, we saw an increase in fidelity scores and a decline in the percentage of students stating there were unsafe locations in and around school. Multiple regression analyses showed that changes in fidelity were related to changes in both students' social well‐being and the number of behavior incidents. Limitations were discussed, such as the absence of comparison schools not implementing SWPBIS, and schools at different stages of implementation, and we accounted for missing data.

Teachers’ Experiences With Difficult Bullying Situations in the School: An Explorative Study

Although anti-bullying programs often include a component that focuses on strengthening teachers’ abilities in identifying and addressing bullying, it is not clear which bullying situations teachers find difficult to address and what type of support is needed. In the current qualitative study, we investigated what teachers considered difficult bullying situations, how they responded to these situations, and which barriers they encountered. We used data from individual in-depth interviews conducted with 38 Dutch elementary school teachers. Qualitative analysis showed that teachers experienced difficulties in (a) identifying bullying that happens out of sight, (b) estimating the seriousness of a reported incident, (c) addressing persistent aggressive and bullying behavior, and (d) finding solutions with parents to reduce bullying. Teachers used a variety of strategies in their efforts to address these situations. The results give insight into teachers’ needs regarding specific training and support in anti-bullying programs and preservice teacher programs.

Implementeren en Leren

Abstract To implement, and learn. The implementation and subsequent lessons of a module aimed at enhancing home-based parental literacy involvement With this study, we (a) analyze the implementation of the parental involvement module of Success for All aimed at enhancing home-based parental literacy involvement in the first, second, and third Grade, and (b) draw lessons from that implementation. For three school years, seven Dutch elementary schools with relatively many students from low socio-economic backgrounds, have implemented the parental involvement module. Afterwards, in-depth interviews with 22 professionals have been conducted. Based on the interview data, two dimensions of implementation have been analyzed: the level of structural implementation and the process of implementation. We distinguished three levels of structural implementation: low, medium, and high. Our analyses reveal that one school obtained a medium level of structural implementation, and the other six a low level. With knowledge of the process of implementation, we interpreted this outcome. Our analyses show that a higher level of structural implementation relies on (1) how the innovation is embedded in the school’s organizational structure, (2) whether or not a program champion (who is supported by coworkers and supervisors) is present, (3) the necessity felt for successful implementation of core elements of the module, (4) the enthusiasm of the school’s staff for the innovation, (5) asking the help of external experts in order to, with joint forces, help solve a blockage in the implementation process and (6) active involvement of parents and positive parental responses.

Describing multifaceted writing interventions, including activities for students and teachers and design principles for the focus and mode of instruction

In order to enable a comprehensive evaluation of the outcomes of writing interventions for scientific replication and theory development, it is crucial to offer a detailed explanation of the design principles that underpin an intervention and the operationalization of such intervention. A thorough explanation of a writing intervention is also necessary from a more practical perspective to promote its diffusion and the successful implementation of the intervention in real-world contexts. We provide a framework for the methodical reporting of the design concepts driving diverse intervention programs as part of the scope of this study. The following are some of this framework's distinguishing features:
 The division of design principles according to focus and mode of instruction
 The systematic description of how these principles are incorporated and operationalized into learning and teaching activities
 The systematic description of the professional development needed by teachers in order to carry out the teaching activities
 This paradigm is illustrated with a practical example of an intervention we designed, carried out, and evaluated in Dutch elementary schools. We created the intervention, carried it out, and tested it. Reviewers, other researchers, and educational professionals can easily understand the essential components of writing interventions thanks to this study's framework. The framework also ensures that an intervention will have all required components in the most efficient way feasible. Additionally, this paradigm type makes it much simpler to compare treatments in various contexts and countries.

Multidimensional similarity in multiplex networks: friendships between same- and cross-gender bullies and same- and cross-gender victims

AbstractSimilar peers are more likely to become friends, but it remains unclear how the combination of multiple characteristics, known as multidimensional similarity, influences friendships. This study aimed to investigate whether similarity in gender (attribute) and bullying or victimization (network position) contributes to friendships. The school-level networks of friendships and victim-bully relationships in 17 Dutch elementary schools (2,130 students) were examined using multiplex longitudinal social network models (RSiena). The results showed that friendships were more likely to occur between same-gender peers and between bullies sharing their targets of victimization. Multidimensional similarity (similarities in gender as well as bullying) increased the likelihood of friendships for same-gender bullies targeting the same victims, but not for same-gender victims sharing bullies. The findings underline the importance of unraveling the interplay between different dimensions of similarity for children’s relationships and surpass unidimensional similarity based on single attributes.

Do Teachers Have Different Mental Representations of Relationships With Children in Cases of Hyperactivity Versus Conduct Problems?

The present study examined how different externalizing child behaviors (i.e., hyperactivity, conduct problems) were uniquely associated with teachers' mental representations of relationships with individual children. Participants were 61 teacher–child dyads from typical Dutch elementary schools. Using a two-wave design, teachers first reported about a child's behavior. Four months later, they were interviewed using the Teacher Relationship Interview to assess relationship representations. The Teacher Relationship Interview was rated by coders on 9 constructs that comprised 3 dimensions: content (e.g., sensitive practices of teachers); affect (e.g., positive and negative feelings); and process (e.g., coherence of narratives). Regression analyses revealed that teachers had higher levels of positive affect and sensitive practices when it came to hyperactivity, whereas teachers experienced more anger when it came to conduct problems. The results indicate that hyperactivity and conduct problems may uniquely contribute to teachers' mental representations of their relationships with children.

Portfolios as a tool for AfL and student motivation: are they related?

ABSTRACT The power of portfolios in enhancing student motivation is frequently emphasised. Portfolios are conceptualised as a tool to implement Assessment for Learning (AfL) in classroom practice. However, the relation between portfolios and AfL on the one hand, and student motivation on the other hand, is complex and subject to many assumptions. This study investigates whether portfolio use actually supports the integration of AfL in classroom practice and the relation with students’ motivation. Questionnaires were administered to a total of 419 grade 4 to 6 students from seven Dutch elementary schools. The results of structural equation modelling did not confirm a direct relation between portfolio use and students’ motivational orientation. The findings indicate that the relation between portfolios and motivational orientation is fully mediated by students’ perceptions of AfL. The findings indicate that the tool portfolio is not related to students’ motivation, however, AfL practices do affect motivation.

Impact of inquiry-based working on the capacity to change in primary education

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, educational improvement requires teachers to exhibit the capacity to change, namely, to implement the innovations proposed by government agencies or the schools themselves. Therefore, the current study investigates the extent to which the inquiry-based working of primary school teachers predicts their capacity to change. Furthermore, the study identifies which aspects of inquiry-based working are the critical drivers in the capacity to change. A mixed model analysis of questionnaire data collected from a sample of 787 teachers at 65 Dutch elementary schools revealed that the central aspects of inquiry-based work (i.e., working with an inquiry habit of mind, demonstrating data literacy, using data in the classroom, and using data at the school level) are significant in promoting an increased capacity to change. Working with an inquiry habit of mind emerged as the most critical aspect. Data use in the classroom and at the school level are complementary factors that also enhance a teacher’s capacity to change.

The way bullying works: How new ties facilitate the mutual reinforcement of status and bullying in elementary schools

This study addresses the puzzle how high-status bullies in elementary school are able to maintain high status among their classmates despite bullying (some of) them. The dynamic interplay between bullying and status was studied, focusing on how relational bullying affects the creation, dissolution, and maintenance of status attributions, and vice versa. Longitudinal round-robin peer nomination data were obtained from 82 school classes in 15 Dutch elementary schools (2055 students; 50% boys) followed over three yearly measurements, starting out in grades 2–5 when students were aged 8-11. An age-dependent effect of bullying on the creation of new status attributions was found. Whereas the youngest group punished bullying by a refusal to attribute status to the bully, this turned into a reward of bullying in the oldest groups. Unexpectedly, high-status bullies seemed to avoid continual bullying of the same victims, pointing to explanations of why their status can persist.

Enhancing Executive Functions Among Dutch Elementary School Children Using the Train Your Mind Program: Protocol for a Cluster Randomized Trial.

BackgroundExecutive functions are higher cognitive control functions, which are essential to physical and psychological well-being, academic performance, and healthy social relationships. Executive functions can be trained, albeit without broad transfer, to this date. Broad transfer entails the translation of improved cognitive functions to daily life (behaviors). The intervention Train your Mind was designed to train executive functions among elementary school children aged 9 to 11 years, and obtain broad transfer in terms of enhanced physical activity, healthy eating, and socioemotional regulation.ObjectiveThis paper aims to describe the cluster randomized trial to test the effectiveness of the Train your Mind intervention.MethodsTrain your Mind was integrated into the existing school curriculum for 8 months (25 weeks excluding holidays). The effectiveness of the intervention was tested in a cluster randomized trial comprising 13 schools, 34 groups (school classes), and 800 children, using a battery of 6 computer tasks at pre- and postmeasurement. Each of the 3 core executive functions was measured by 2 tasks (Flanker and Go/No-Go; N-Back and Running Span; Attention Switching Task and Dots/Triangles). Moreover, we administered questionnaires that measure emotion-regulation, cognitive errors, physical activity, dietary habits, and the psycho-social determinants of diet and physical activity. Body mass index was also measured. Multilevel analyses will account for clustering at the school and group levels, and randomization took place at the school level.ResultsResults are currently being analyzed.ConclusionsThe main purpose of this study is to test Train your Mind’s effectiveness in enhancing executive functions. Second, we investigate whether increased executive functions lead to improved physical activity and healthy eating. If found effective, executive function training could easily be integrated into school curricula everywhere, and as such, boost health, academic performance, and emotion-regulation of elementary school children, in a cost-effective manner.Trial RegistrationNetherlands Trial Register NTR5804; http://www.trialregister.nl/trialreg/admin/rctview.asp?TC=5804 (Archived by WebCite at http://www.webcitation.org/6z9twosJ8)Registered Report IdentifierRR1-10.2196/7908

Ormation of Advanced Glycated End-Products can be Counteracted by Daily Physical Activity, an Observational Study in Dutch Elementary School Children

ormation of Advanced Glycated End-Products can be Counteracted by Daily Physical Activity, an Observational Study in Dutch Elementary School Children