Sven Maeyer | University of Antwerp (original) (raw)

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Papers by Sven Maeyer

Research paper thumbnail of Teachers beliefs meet learner variables in written narratives of young second language learners

Verheyden, Lieve; Branden, van den, Kris; Rijlaarsdam, Gert; Bergh, van den, Huub; Maeyer, de, Sv... more Verheyden, Lieve; Branden, van den, Kris; Rijlaarsdam, Gert; Bergh, van den, Huub; Maeyer, de, Sven-Teachers beliefs meet learner variables in written narratives of young second language learners-In: Fostering communities of learners/Rijlaarsdam, Gert [edit.].- ...

Research paper thumbnail of Multivariate multilevel models in school effectiveness research

Research paper thumbnail of Onderwijskundig leiderschap conceptueel verkend

Research paper thumbnail of Instructional development for teachers in higher education: impact on teaching approach

Higher Education, 2010

Although instructional development for teachers has become an important topic in higher education... more Although instructional development for teachers has become an important topic in higher education, little is known about the impact it has on daily teaching practice. The lack of systematic programme evaluation is an ongoing concern. In this study we investigate by use of a quasi-experimental design, the impact of an instructional development program for beginning university teachers on their teaching approach. Quantitative pre-test as well as post-test data were assembled from 20 experimental teachers and 20 control teachers. At the post-test qualitative data were gathered too: 17 teachers of the experimental group and 12 teachers of the control group were interviewed. Paired t-tests and analysis of covariance with the pre-test scores as a covariate showed some effect of instructional development on teaching approach. The analysis of the qualitative data sustained this result. Our results reveal the influence of instructional development on teachers’ teaching approach being slightly different for teachers belonging to distinct disciplines. Several interpretations and perspectives for further research are discussed.

Research paper thumbnail of DO SCHOOLS MAKE A DIFFERENCE IN THEIR STUDENTS’ ENVIRONMENTAL ATTITUDES AND AWARENESS? EVIDENCE FROM PISA 2006

International Journal of Science and Mathematics Education, 2010

The environmental agenda is gaining momentum as an international policy issue. This is reflected ... more The environmental agenda is gaining momentum as an international policy issue. This is reflected in an increase in environmental education research focussing on children’s awareness and attitudes toward the environment. In this study, we focused on this issue from a school effectiveness perspective and evaluated (a) which student characteristics predict environmental attitudes and awareness, (b) whether schools make a difference in their students’ environmental attitudes and awareness and (c) if school effects are different for students with varying levels of science ability. The cross-sectional Flemish data of the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment 2006 (4,999 students in 156 schools) were re-analysed using a multivariate multilevel model to address these issues. Results show that gender, immigrant status, socioeconomic status and educational track are important in explaining students’ environmental attitudes and awareness. Furthermore, the results show that schools do matter; schools in which science is taught in a more hands-on manner are associated with higher student environmental awareness whilst environmental learning activities are associated with more pro-environmental attitudes amongst students. After controlling for student characteristics, these school effects do not differ between more science-literate children and their less or average science-literate peers.

Research paper thumbnail of Educational leadership and pupil achievement: The choice of a valid conceptual model to test effectsin school effectiveness research

School Effectiveness and School Improvement, 2007

School effectiveness research often uses multilevel models in which only direct effects of charac... more School effectiveness research often uses multilevel models in which only direct effects of characteristics of schools on pupil achievement are modelled. Recently, more attention is given to conceptual models that assume indirect and antecedent effects. In this paper, we elaborate on these models and show that the findings from school effectiveness research are influenced by the conceptual model underlying the analyses. We do this by focusing on the effect of ''integrated leadership'' on 2 outcome measures: mathematics achievement and mother tongue achievement. Four different conceptual models will be tested by means of multilevel structural equation modelling. Therefore we use data from a school effectiveness research in Flanders (850 fourth graders and 847 sixth graders within 47 schools). The results of these analyses show that the conclusion whether integrated leadership has an effect or not on pupil achievement, is dependent on the choice of the conceptual model.

Research paper thumbnail of Effectiviteit van TSO-en BSO-scholen

Research paper thumbnail of Evaluation and participation in secondary education: Designing and validating a self-evaluation instrument for teachers to solicit feedback from pupils

Studies in Educational Evaluation, 2008

Research paper thumbnail of Effectiveness criteria in school effectiveness studies: Further research on the choice for a multivariate model

Educational Research Review, 2010

In order to ascertain which school characteristics can explain the differences in effectiveness b... more In order to ascertain which school characteristics can explain the differences in effectiveness between schools, important methodological choices have to be made in school effectiveness research. One of these choices relates to the criterion or criteria the researcher wishes to use to compare schools. Should, for example, a school be deemed effective if it achieves high performances in mathematics, or

Research paper thumbnail of Een Nederlandstalige versie van de ATI: een valide instrument om onderwijsaanpak van docenten in het hoger onderwijs te meten?

Research paper thumbnail of The evolution in learning patterns during higher education: a multi-indicator latent growth model

Research paper thumbnail of Learning conceptions and final school results in primary education

Research paper thumbnail of Ontwikkelingsdoelen en eindtermen: hoe gaan scholen er mee om?

Research paper thumbnail of Longitudinale factorstabiliteit van leerstrategieën in het hoger onderwijs

Research paper thumbnail of De ontwikkeling van leerconcepties op de drempel tussen primair en voortgezet onderwijs

Research paper thumbnail of De eindtermen Frans: tevredenheid en gebruik in beeld

Research paper thumbnail of Approaches to teaching in higher education: Validation of a Dutch version of the Approaches to Teaching Inventory

Learning Environments Research, 2010

The Approaches to Teaching Inventory (ATI) is used to examine teachers’ teaching approaches in hi... more The Approaches to Teaching Inventory (ATI) is used to examine teachers’ teaching approaches in higher education. Analyses into the validity and reliability of the original English ATI yielded positive results. In this study, we examined the degree to which these positive results can also be found for the Dutch version that we developed. Data were gathered from 377 teachers at the University of Antwerp (Flanders, Belgium) and three Antwerp university colleges. Confirmatory factor analyses and principal factor analyses with oblique rotation support a model with sub-factors belonging to two main factors. Our research supports the reliability and validity of our current Dutch version of the ATI. Consequently, the instrument can be used in educational research or practice to obtain insights into the teaching approach of teachers. Further research into differences in the structure of the ATI when used in different cultures would be valuable.

Research paper thumbnail of De participatiebarometer: ontwikkeling van een instrumentarium voor het meten van leerkracht-en ouderparticipatie

Research paper thumbnail of The influence of learning styles on pupil achievement and the role of these learning styles in research on school efectiveness

Research paper thumbnail of Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles

Please cite this article in press as: Frumuselu, A. D., et al. Television series inside the EFL c... more Please cite this article in press as: Frumuselu, A. D., et al. Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles. Linguistics and Education (2015), http://dx.

Research paper thumbnail of Teachers beliefs meet learner variables in written narratives of young second language learners

Verheyden, Lieve; Branden, van den, Kris; Rijlaarsdam, Gert; Bergh, van den, Huub; Maeyer, de, Sv... more Verheyden, Lieve; Branden, van den, Kris; Rijlaarsdam, Gert; Bergh, van den, Huub; Maeyer, de, Sven-Teachers beliefs meet learner variables in written narratives of young second language learners-In: Fostering communities of learners/Rijlaarsdam, Gert [edit.].- ...

Research paper thumbnail of Multivariate multilevel models in school effectiveness research

Research paper thumbnail of Onderwijskundig leiderschap conceptueel verkend

Research paper thumbnail of Instructional development for teachers in higher education: impact on teaching approach

Higher Education, 2010

Although instructional development for teachers has become an important topic in higher education... more Although instructional development for teachers has become an important topic in higher education, little is known about the impact it has on daily teaching practice. The lack of systematic programme evaluation is an ongoing concern. In this study we investigate by use of a quasi-experimental design, the impact of an instructional development program for beginning university teachers on their teaching approach. Quantitative pre-test as well as post-test data were assembled from 20 experimental teachers and 20 control teachers. At the post-test qualitative data were gathered too: 17 teachers of the experimental group and 12 teachers of the control group were interviewed. Paired t-tests and analysis of covariance with the pre-test scores as a covariate showed some effect of instructional development on teaching approach. The analysis of the qualitative data sustained this result. Our results reveal the influence of instructional development on teachers’ teaching approach being slightly different for teachers belonging to distinct disciplines. Several interpretations and perspectives for further research are discussed.

Research paper thumbnail of DO SCHOOLS MAKE A DIFFERENCE IN THEIR STUDENTS’ ENVIRONMENTAL ATTITUDES AND AWARENESS? EVIDENCE FROM PISA 2006

International Journal of Science and Mathematics Education, 2010

The environmental agenda is gaining momentum as an international policy issue. This is reflected ... more The environmental agenda is gaining momentum as an international policy issue. This is reflected in an increase in environmental education research focussing on children’s awareness and attitudes toward the environment. In this study, we focused on this issue from a school effectiveness perspective and evaluated (a) which student characteristics predict environmental attitudes and awareness, (b) whether schools make a difference in their students’ environmental attitudes and awareness and (c) if school effects are different for students with varying levels of science ability. The cross-sectional Flemish data of the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment 2006 (4,999 students in 156 schools) were re-analysed using a multivariate multilevel model to address these issues. Results show that gender, immigrant status, socioeconomic status and educational track are important in explaining students’ environmental attitudes and awareness. Furthermore, the results show that schools do matter; schools in which science is taught in a more hands-on manner are associated with higher student environmental awareness whilst environmental learning activities are associated with more pro-environmental attitudes amongst students. After controlling for student characteristics, these school effects do not differ between more science-literate children and their less or average science-literate peers.

Research paper thumbnail of Educational leadership and pupil achievement: The choice of a valid conceptual model to test effectsin school effectiveness research

School Effectiveness and School Improvement, 2007

School effectiveness research often uses multilevel models in which only direct effects of charac... more School effectiveness research often uses multilevel models in which only direct effects of characteristics of schools on pupil achievement are modelled. Recently, more attention is given to conceptual models that assume indirect and antecedent effects. In this paper, we elaborate on these models and show that the findings from school effectiveness research are influenced by the conceptual model underlying the analyses. We do this by focusing on the effect of ''integrated leadership'' on 2 outcome measures: mathematics achievement and mother tongue achievement. Four different conceptual models will be tested by means of multilevel structural equation modelling. Therefore we use data from a school effectiveness research in Flanders (850 fourth graders and 847 sixth graders within 47 schools). The results of these analyses show that the conclusion whether integrated leadership has an effect or not on pupil achievement, is dependent on the choice of the conceptual model.

Research paper thumbnail of Effectiviteit van TSO-en BSO-scholen

Research paper thumbnail of Evaluation and participation in secondary education: Designing and validating a self-evaluation instrument for teachers to solicit feedback from pupils

Studies in Educational Evaluation, 2008

Research paper thumbnail of Effectiveness criteria in school effectiveness studies: Further research on the choice for a multivariate model

Educational Research Review, 2010

In order to ascertain which school characteristics can explain the differences in effectiveness b... more In order to ascertain which school characteristics can explain the differences in effectiveness between schools, important methodological choices have to be made in school effectiveness research. One of these choices relates to the criterion or criteria the researcher wishes to use to compare schools. Should, for example, a school be deemed effective if it achieves high performances in mathematics, or

Research paper thumbnail of Een Nederlandstalige versie van de ATI: een valide instrument om onderwijsaanpak van docenten in het hoger onderwijs te meten?

Research paper thumbnail of The evolution in learning patterns during higher education: a multi-indicator latent growth model

Research paper thumbnail of Learning conceptions and final school results in primary education

Research paper thumbnail of Ontwikkelingsdoelen en eindtermen: hoe gaan scholen er mee om?

Research paper thumbnail of Longitudinale factorstabiliteit van leerstrategieën in het hoger onderwijs

Research paper thumbnail of De ontwikkeling van leerconcepties op de drempel tussen primair en voortgezet onderwijs

Research paper thumbnail of De eindtermen Frans: tevredenheid en gebruik in beeld

Research paper thumbnail of Approaches to teaching in higher education: Validation of a Dutch version of the Approaches to Teaching Inventory

Learning Environments Research, 2010

The Approaches to Teaching Inventory (ATI) is used to examine teachers’ teaching approaches in hi... more The Approaches to Teaching Inventory (ATI) is used to examine teachers’ teaching approaches in higher education. Analyses into the validity and reliability of the original English ATI yielded positive results. In this study, we examined the degree to which these positive results can also be found for the Dutch version that we developed. Data were gathered from 377 teachers at the University of Antwerp (Flanders, Belgium) and three Antwerp university colleges. Confirmatory factor analyses and principal factor analyses with oblique rotation support a model with sub-factors belonging to two main factors. Our research supports the reliability and validity of our current Dutch version of the ATI. Consequently, the instrument can be used in educational research or practice to obtain insights into the teaching approach of teachers. Further research into differences in the structure of the ATI when used in different cultures would be valuable.

Research paper thumbnail of De participatiebarometer: ontwikkeling van een instrumentarium voor het meten van leerkracht-en ouderparticipatie

Research paper thumbnail of The influence of learning styles on pupil achievement and the role of these learning styles in research on school efectiveness

Research paper thumbnail of Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles

Please cite this article in press as: Frumuselu, A. D., et al. Television series inside the EFL c... more Please cite this article in press as: Frumuselu, A. D., et al. Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles. Linguistics and Education (2015), http://dx.

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