Regional school context and teacher characteristics explaining differences in effective teaching behaviour of beginning teachers in the Netherlands
This explorative study adopts a regional perspective on understanding differences in observable teaching quality by describing regional levels in teaching quality for specific regions and by examining the contribution of schools’ regional characteristics on effective teaching behaviour of 1,945 beginning teachers in secondary education. Beginning teachers working in schools located in regions of population decline have better basic teaching skills than beginning teachers working elsewhere. Multilevel analyses reveal that within the Randstad region, adaptive instruction skills are weaker in ver... Mehr ...
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Dokumenttyp: | Artikel |
Erscheinungsdatum: | 2019 |
Reihe/Periodikum: | van der Pers , M & Helms-Lorenz , M 2019 , ' Regional school context and teacher characteristics explaining differences in effective teaching behaviour of beginning teachers in the Netherlands ' , School Effectiveness and School Improvement , vol. 30 , no. 2 , pp. 234-254 . https://doi.org/10.1080/09243453.2019.1592203 |
Schlagwörter: | Effective teaching behaviour / regional differences / beginning teachers / classroom observations / secondary education / the Netherlands / AFFECTIVE OUTCOMES / SELF-EFFICACY / CLASS SIZE / COMMITMENT / MIGRATION / QUALITY / AREAS / DISADVANTAGE / PREFERENCES / MOTIVATIONS |
Sprache: | Englisch |
Permalink: | https://search.fid-benelux.de/Record/base-29191877 |
Datenquelle: | BASE; Originalkatalog |
Powered By: | BASE |
Link(s) : | https://hdl.handle.net/11370/a58f2cc4-0fe4-4370-a7d4-792c8d970e7d |