Fostering early adolescents’ motivation: a longitudinal study into the effectiveness of social constructivist,traditional and combined schools for prevocational education

Over the past decades, many schools have adapted towards social constructivism with the aim of enhancing students’ motivation. There are a variety of perspectives in educational theory, with social constructivist views standing in contrast to traditional views. Hence, we compared students’ motivation (levels and developments) in social constructivist schools, traditional schools and schools combining elements of both. A total of 489 grade-7 students from 10 schools and 20 classes of prevocational education participated in five measurement occasions. Multilevel analysis revealed that complex developmental trends differed meaningfully between classes for all four motivational constructs, i.e. intrinsic motivation, identified motivation, values, and performance avoidance, for mother language, and even more so for math. For most motivational constructs, levels were associated with the type of school students attended, and appeared lower in combined schools than in the other two types, while developments were not associated with the type of school attended.     

Observed lesson structure during the first year of secondary education: Exploration of change and link with academic engagement

This study investigates whether lesson structure (LS) matters and which components are important for academic engagement during the first grade of secondary education. Data from videoed lessons of 10 Dutch and 12 Indonesian teachers analyzed using an observation protocol show that six LS components are found, that between class and over measurement variability in LS is evident, and that on average LS change is not a linear function of time. Class differences over time do exist and several personal and contextual characteristics affect LS. Links between LS (student work time, reviewing and introducing new content) and academic engagement are evident.     

Differences between secondary schools: A study about school context,group composition,school practice,and school effects with special attention to public and Catholic schools and types of schools

The results indicate that in Flanders secondary schools of different denomination and of different school type (based on their curriculum offerings) differ with respect to several characteristics. With respect to the educational framework, learning environment and learning climate differences between schools are small and differences are more situated within schools. Multilevel analysis reveals that almost 19% of the variance in mathematics achievement is at school level. The effect of denomination is small and disappears when student background (which is related to school practice) is taken into account. The effect of school type remains important when controlled for student background and denomination. Group composition, the social and learning climate, and the opportunity to learn seem to matter and explain almost 90% of the school effect. They also explain more than four fifths of the effect of school type (and denomination together) which accounts for 65% of the school level variance.     

The Effect of Schools and Classes on Mathematics Achievement

In this article, the effects of secondary schools, teachers, and classes on mathematics achievement are explored. The results of multilevel analyses indicate important recruitment differences between schools and classes within schools. After controlling for this, the group composition at the class level remained very important for the explanation of differences in mathematics achievement. Also the learning climate in the class, which correlates positively with group composition, explained an additional part of the variance. The effect of other educational process variables disappeared when group composition variables were entered into the model. At the school level, the proportion of girls was positively related to mathematics achievements. Indications of differential effectiveness of classes and schools and of heteroscedasticity related to SES, average class SES, average class SES, sex, and learning climate were found.     

Effects of evaluativevs. co-constructive interactions on learning in physics

We conducted an experimental study to assess the effects of two physics-learning situations that differed in the type of teacher-student interactions that took place: evaluative or co-constructive. As found in various studies on physics teaching and social psychology, the results showed that co-constructive interactions generated a more effective learning context for students than evaluative ones did.     

A New Study on Educational Effectiveness in Secondary Schools in Flanders: An Introduction

As an introduction to the articles of Opdenakker, Van Damme, De Fraine, Van Landeghem, and Onghena (2002) and Van Landeghem, Van Damme, Opdenakker, De Fraine, and Onghena (2002) in this issue, we give some background information on a new study on educational effectiveness in secondary schools, and on the variables measured in that study that are relevant to the 2 articles mentioned. We conclude with some information on the system of secondary education in Flanders.     

Teacher–student interpersonal relationships in Indonesia: profiles and importance to student motivation

This study was designed to investigate the distribution of interpersonal profiles based on students' and teachers' perceptions and to examine the associations between students' perceptions of teacher interpersonal behaviour and learning motivation in Indonesia. Participants were 1900 secondary school students (grades 7 to 9) across 66 (Mathematics and EFL) classes from 11 public schools in Indonesia. The results show that a variety of interpersonal profiles could be distinguished, that teachers perceive themselves more favourably than their students do, and that students' perceptions of teacher interpersonal behaviour and their learning motivation are associated. Influence and Proximity were found to be important determinants of student motivation; both dimensions are related to a more autonomous motivation, while Influence is also associated with a more controlled motivation. Contrary to the existing knowledge base, this study reveals that the relationship between teacher interpersonal behaviour and student motivation is more strongly connected to Influence than to Proximity.     

Teacher–student interpersonal relationships in Indonesian lower secondary education: Teacher and student perceptions

This study investigated firstly the reliability and validity of an Indonesian version of the Questionnaire on Teacher Interaction (QTI). Second, perceptions of Indonesian secondary school teachers?? interpersonal behaviour as perceived by students and teachers were studied with the QTI. Third, differences between students?? and teachers?? perceptions regarding interpersonal teacher behaviour were compared. The QTI itself is based on the Model of Interpersonal Behaviour which maps teacher behaviour in terms of Influence (Dominance?CSubmission) and Proximity (Cooperation?COpposition). In this study, an Indonesian version of the QTI was constructed and distributed to 2,380 students of 69 teachers from 85 classes (grade 7?C9) from 12 public lower secondary schools in Indonesia. The results showed high reliability and validity for the instrument. Students?? and teachers?? average ratings on Influence were similar, while teacher??s ratings of Proximity were higher than those of students.     

Effects of Schools,Teaching Staff and Classes on Achievement and Well-Being in Secondary Education: Similarities and Differences Between School Outcomes

In this article, effects of schools, teaching staff and classes on achievement and on the well-being of pupils at the end of their first grade in secondary education in Belgium are explored by means of multilevel analysis. Our study affirms that the relative influence of classes and schools on achievement is much higher than on well-being. We find that schools and classes have main and interaction effects on both outcomes. However, the interaction effects on well-being are limited to a few class-pupil interactions. Our results indicate that achievement and well-being can be considered as two different, distinctive school and class outcomes and that the school characteristics investigated act differently on these outcomes. Some school characteristics are always effective independent of the outcome criterium, while the effectiveness of other school characteristics depends on the criterium considered.     

Within-year changes of lesson structure: an exploration of pedagogical functions of lessons by means of multilevel growth curve modelling in Indonesia

Teaching is undoubtedly complex and the complexity of classroom practice implies that the structure of lessons making up teaching may differ and subject to change over time. The aims of this study were to investigate changes in observed lesson structure, and explore the effects of several teacher and contextual characteristics on differences in lesson structure during the first year of secondary education in Indonesia. Fifteen mathematics and English as Foreign Language teachers teaching 32 classes were videotaped four times (32 × 4) across the entire school year. A coding protocol to assess lesson structure focusing on the pedagogical functions of lessons was used. Six lesson components characterizing the general structure of the lessons were observed: introduction, review, introducing new content, student work time, closing and other. Multilevel growth curve modelling was used. Results revealed the six elements of lesson structure to be present, with student work time as the most frequent element. Relatively large class differences in lesson structure were visible. Evidence for changes over time in the components of lesson structure was evident as well. Teaching subject, class type and teaching experience explained differences in lesson structure. This study provides a global discussion about what matters in teaching from the perspective of lesson structure.