Ann Stes - Academia.edu (original) (raw)

Papers by Ann Stes

Research paper thumbnail of The link between educational innovation and professionalisation: A two-way process

Research paper thumbnail of Een analyse van de impact van onderwijskundige professionalisering: implicaties voor het beleidsmatig ondersteunen van de professionele ontwikkeling van docenten hoger onderwijs

Tijdschrift voor onderwijsrecht en onderwijsbeleid. - Brussel, 1991, currens, 2010

Research paper thumbnail of The effectiveness of a faculty training program: influencing factors

Research paper thumbnail of Onderwijsevaluatie in de praktijk

Research paper thumbnail of Alternatieve toetsing in de praktijk

Research paper thumbnail of Effectmeting van onderwijskundige professionalisering: impact op docent en student

... Student-focused approaches to teaching in relation to context and teacher characteristics. St... more ... Student-focused approaches to teaching in relation to context and teacher characteristics. Stes, Ann; Gijbels, David; Petegem, Van, Peter (in: Proceedings of the Annual Meeting of the American Educational Research Association, 9-13 April 2007, Chicago, Ill.; 2007). ...

Research paper thumbnail of The Effectiveness of a Faculty Training Programme: Long‐term and institutional impact

International Journal for Academic Development, Oct 1, 2007

... to this, a lack of systematic programme evaluation is an ongoing concern (Gibbs &... more ... to this, a lack of systematic programme evaluation is an ongoing concern (Gibbs & Coffey, 20047. Gibbs, G. and Coffey, M. 2004 ... for novice faculty members by means of a written survey conducted shortly after the respondents had finished their training (Stes, Clement, & Nelissen ...

Research paper thumbnail of Hoe percipiëren universitaire docenten hun onderwijscontext? De inzetbaarheid van de PTE als meetinstrument

Pedagogische Studien, 2017

Research paper thumbnail of Uncovering changes in university teachers’ professional networks during an instructional development program

Studies in Educational Evaluation, Sep 1, 2015

which teaching occurs is often overlooked (Van Waes, Van den Bossche, Moolenaar, De Maeyer, & Van... more which teaching occurs is often overlooked (Van Waes, Van den Bossche, Moolenaar, De Maeyer, & Van Petegem, 2015; Rienties & Kinchin, 2014). Recent work on faculty's communities of practice and learning communities emphasized that university teaching is both individually constructed as well as socially influenced

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

Learning Environments Research, Dec 3, 2009

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

Research paper thumbnail of Workplace learning through collaboration in primary healthcare: A BEME realist review of what works, for whom and in what circumstances: BEME Guide No. 46

Medical Teacher, Nov 2, 2017

Background: Changes in healthcare practice toward more proactive clinical, organisational and int... more Background: Changes in healthcare practice toward more proactive clinical, organisational and interprofessional working require primary healthcare professionals to learn continuously from each other through collaboration. This systematic review uses realist methodology to consolidate knowledge on the characteristics of workplace learning (WPL) through collaboration by primary healthcare professionals. Methods: Following several scoping searches, five electronic bibliographic databases were searched from January 1990 to December 2015 for relevant grey and published literature written in English, French, German and Dutch. Reviewers worked in pairs to identify relevant articles. A set of statements, based on the findings of our scoping searches, was used as a coding tree to analyse the papers. Interpretation of the results was done in alternating pairs, discussed within the author group, and triangulated with stakeholders' views. Results: Out of 6930 references, we included 42 publications that elucidated who, when, how and what primary healthcare professionals learn through collaboration. Papers were both qualitative and quantitative in design, and focused largely on WPL of collaborating general practitioners and nurses. No striking differences between different professionals within primary healthcare were noted. Professionals were often unaware of the learning that occurs through collaboration. WPL happened predominantly through informal discussions about patient cases and modelling for other professionals. Any professionals could both learn and facilitate others' learning. Outcomes were diverse, but contextualised knowledge seemed to be important.

Research paper thumbnail of Examining the Cross-Cultural Sensitivity of the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) and Validation of a Dutch Version

PLOS ONE, Jan 16, 2013

The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) is used to examine students' study ... more The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) is used to examine students' study approaches in higher education. The questionnaire assumes to measure two factors: a deep and a surface study approach. Analyses into the validity and reliability of the original English R-SPQ-2F 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. By comparing our results with the results of earlier studies in different cultures, we conclude cross-cultural sensitivity is an important point to be borne in mind when using the R-SPQ-2F. Our research supports the validity and reliability of our Dutch version of the R-SPQ-2F.

Research paper thumbnail of Instructional development for teachers in higher education: effects on students' learning outcomes

Teaching in Higher Education, Jun 1, 2012

ABSTRACT

Research paper thumbnail of Convergence in diversity: Evaluating faculty development across the globe

Studies in Educational Evaluation, Sep 1, 2015

Research paper thumbnail of Development and validation of a questionnaire measuring teachers’ motivations for teaching in higher education

Higher Education, Jan 6, 2012

ABSTRACT A lot of research has been done into the motivations in teachers in primary/secondary ed... more ABSTRACT A lot of research has been done into the motivations in teachers in primary/secondary education and into student motivation. However, teachers’ motivations for teaching in higher education are rarely studied. A growing interest exists though in the professional development of teachers in higher education, of which motivation is an important aspect. This article, therefore, focuses on the development and validation of a Dutch questionnaire for teachers’ motivations for teaching in higher education. The questionnaire is based on three earlier developed questionnaires, including the following motivational aspects: efficacy, interest, and effort. Confirmatory factor analyses were conducted with the data of 231 higher education teachers. The results of our explorative study showed that after modifications, including the removal of two out of three efficacy-aspects (‘outcome efficacy’ and ‘teaching efficacy’), this instrument is sufficiently reliable and valid to use in educational practice and research. Future research into the use of the questionnaire in different contexts is desirable.

Research paper thumbnail of Effects of teachers' instructional development on students' study approaches in higher education

Studies in Higher Education, Feb 1, 2013

Research paper thumbnail of Profiling approaches to teaching in higher education: a cluster-analytic study

Studies in Higher Education, Sep 26, 2012

ABSTRACT Teaching approaches in higher education have already been the subject of a considerable ... more ABSTRACT Teaching approaches in higher education have already been the subject of a considerable body of research. An important contribution was Prosser and Trigwell's development of the Approaches to Teaching Inventory (ATI). The present study aims to map out the approaches to teaching profiles of teachers in higher education on the basis of their scores on the ATI. The assignment of teachers to different profiles reflects a particular combination of scores on the ATI, which yields more information relative to teachers' scores on the separate scales. Our results also provide further insight into the validity of the ATI as an instrument for ascertaining teachers' approaches to teaching. Cluster analysis of the ATI data from 377 teachers revealed four profiles. Interview data with 30 teachers enabled us to obtain more detailed pictures of the profiles. Differences between the profiles in terms of gender, discipline and type of higher education institute were analysed.

Research paper thumbnail of Clustering teachers' motivations for teaching

Teaching in Higher Education, Apr 4, 2014

ABSTRACT The motivation to teach is a powerful, yet neglected, force in teaching at institutes of... more ABSTRACT The motivation to teach is a powerful, yet neglected, force in teaching at institutes of higher education. A better understanding of academics' motivations for teaching is necessary. The aim of this mixed-method study was to identify groups with distinctively different motivations for teaching. Six clusters were identified: expertise, duty, subject, passion, reluctance and incompetence. The teachers in these groups differed in perceived personal effectiveness, interest and effort towards teaching. Interview data revealed the competitive function of research and the importance of the subject matter taught. The clusters containing teachers who prioritise the teaching process over the teaching content were the ones with the highest overall motivation scores.

Research paper thumbnail of Instructional development for teachers in higher education: Effects on students’ perceptions of the teaching-learning environment

British Journal of Educational Psychology, May 19, 2011

Background. Although instructional development for teachers has become an important topic in hig... more Background. Although instructional development for teachers has become an important topic in higher education, little is known about its actual impact. In particular, evidence regarding the impact of teachers’ instructional development on students’ perceptions of the teaching–learning environment is scarce.Aims. The impact of an instructional development programme for beginning university teachers on students’ perceptions of the teaching and learning environment was investigated. We also explored whether this impact is dependent on class size and student level (first years vs. non‐first years).Sample. Quantitative data were gathered from more than 1,000 students at pre‐ and post‐tests, using a quasi‐experimental design.Method. A multi‐level analysis was conducted in which five models were estimated.Results. A basic model made clear that teachers did differ from each other with respect to the dependent variables concerned; however, differences in scale scores also resulted to a large extent from differences between students. A second model, in which the moderating impact by way of teacher characteristics, context, and student characteristics was not taken into account, reported no significant effect of training. A third model, examining the net impact of instructional development revealed some impact, which was, remarkably, negative. A first interaction model proved a differential impact of instructional development for teachers teaching first years and those teaching non‐first years. A second one showed that the impact of training depended on the number of students one teaches.Conclusions. Instructional development for teachers in higher education does not easily result in effects on students’ perceptions of the teaching and learning environment. Perspectives for further research into instructional development are discussed.

Research paper thumbnail of Verbeterd onderwijs aantoonbaar door docentprofessionalisering

Research paper thumbnail of The link between educational innovation and professionalisation: A two-way process

Research paper thumbnail of Een analyse van de impact van onderwijskundige professionalisering: implicaties voor het beleidsmatig ondersteunen van de professionele ontwikkeling van docenten hoger onderwijs

Tijdschrift voor onderwijsrecht en onderwijsbeleid. - Brussel, 1991, currens, 2010

Research paper thumbnail of The effectiveness of a faculty training program: influencing factors

Research paper thumbnail of Onderwijsevaluatie in de praktijk

Research paper thumbnail of Alternatieve toetsing in de praktijk

Research paper thumbnail of Effectmeting van onderwijskundige professionalisering: impact op docent en student

... Student-focused approaches to teaching in relation to context and teacher characteristics. St... more ... Student-focused approaches to teaching in relation to context and teacher characteristics. Stes, Ann; Gijbels, David; Petegem, Van, Peter (in: Proceedings of the Annual Meeting of the American Educational Research Association, 9-13 April 2007, Chicago, Ill.; 2007). ...

Research paper thumbnail of The Effectiveness of a Faculty Training Programme: Long‐term and institutional impact

International Journal for Academic Development, Oct 1, 2007

... to this, a lack of systematic programme evaluation is an ongoing concern (Gibbs &... more ... to this, a lack of systematic programme evaluation is an ongoing concern (Gibbs & Coffey, 20047. Gibbs, G. and Coffey, M. 2004 ... for novice faculty members by means of a written survey conducted shortly after the respondents had finished their training (Stes, Clement, & Nelissen ...

Research paper thumbnail of Hoe percipiëren universitaire docenten hun onderwijscontext? De inzetbaarheid van de PTE als meetinstrument

Pedagogische Studien, 2017

Research paper thumbnail of Uncovering changes in university teachers’ professional networks during an instructional development program

Studies in Educational Evaluation, Sep 1, 2015

which teaching occurs is often overlooked (Van Waes, Van den Bossche, Moolenaar, De Maeyer, & Van... more which teaching occurs is often overlooked (Van Waes, Van den Bossche, Moolenaar, De Maeyer, & Van Petegem, 2015; Rienties & Kinchin, 2014). Recent work on faculty's communities of practice and learning communities emphasized that university teaching is both individually constructed as well as socially influenced

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

Learning Environments Research, Dec 3, 2009

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

Research paper thumbnail of Workplace learning through collaboration in primary healthcare: A BEME realist review of what works, for whom and in what circumstances: BEME Guide No. 46

Medical Teacher, Nov 2, 2017

Background: Changes in healthcare practice toward more proactive clinical, organisational and int... more Background: Changes in healthcare practice toward more proactive clinical, organisational and interprofessional working require primary healthcare professionals to learn continuously from each other through collaboration. This systematic review uses realist methodology to consolidate knowledge on the characteristics of workplace learning (WPL) through collaboration by primary healthcare professionals. Methods: Following several scoping searches, five electronic bibliographic databases were searched from January 1990 to December 2015 for relevant grey and published literature written in English, French, German and Dutch. Reviewers worked in pairs to identify relevant articles. A set of statements, based on the findings of our scoping searches, was used as a coding tree to analyse the papers. Interpretation of the results was done in alternating pairs, discussed within the author group, and triangulated with stakeholders' views. Results: Out of 6930 references, we included 42 publications that elucidated who, when, how and what primary healthcare professionals learn through collaboration. Papers were both qualitative and quantitative in design, and focused largely on WPL of collaborating general practitioners and nurses. No striking differences between different professionals within primary healthcare were noted. Professionals were often unaware of the learning that occurs through collaboration. WPL happened predominantly through informal discussions about patient cases and modelling for other professionals. Any professionals could both learn and facilitate others' learning. Outcomes were diverse, but contextualised knowledge seemed to be important.

Research paper thumbnail of Examining the Cross-Cultural Sensitivity of the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) and Validation of a Dutch Version

PLOS ONE, Jan 16, 2013

The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) is used to examine students' study ... more The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) is used to examine students' study approaches in higher education. The questionnaire assumes to measure two factors: a deep and a surface study approach. Analyses into the validity and reliability of the original English R-SPQ-2F 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. By comparing our results with the results of earlier studies in different cultures, we conclude cross-cultural sensitivity is an important point to be borne in mind when using the R-SPQ-2F. Our research supports the validity and reliability of our Dutch version of the R-SPQ-2F.

Research paper thumbnail of Instructional development for teachers in higher education: effects on students' learning outcomes

Teaching in Higher Education, Jun 1, 2012

ABSTRACT

Research paper thumbnail of Convergence in diversity: Evaluating faculty development across the globe

Studies in Educational Evaluation, Sep 1, 2015

Research paper thumbnail of Development and validation of a questionnaire measuring teachers’ motivations for teaching in higher education

Higher Education, Jan 6, 2012

ABSTRACT A lot of research has been done into the motivations in teachers in primary/secondary ed... more ABSTRACT A lot of research has been done into the motivations in teachers in primary/secondary education and into student motivation. However, teachers’ motivations for teaching in higher education are rarely studied. A growing interest exists though in the professional development of teachers in higher education, of which motivation is an important aspect. This article, therefore, focuses on the development and validation of a Dutch questionnaire for teachers’ motivations for teaching in higher education. The questionnaire is based on three earlier developed questionnaires, including the following motivational aspects: efficacy, interest, and effort. Confirmatory factor analyses were conducted with the data of 231 higher education teachers. The results of our explorative study showed that after modifications, including the removal of two out of three efficacy-aspects (‘outcome efficacy’ and ‘teaching efficacy’), this instrument is sufficiently reliable and valid to use in educational practice and research. Future research into the use of the questionnaire in different contexts is desirable.

Research paper thumbnail of Effects of teachers' instructional development on students' study approaches in higher education

Studies in Higher Education, Feb 1, 2013

Research paper thumbnail of Profiling approaches to teaching in higher education: a cluster-analytic study

Studies in Higher Education, Sep 26, 2012

ABSTRACT Teaching approaches in higher education have already been the subject of a considerable ... more ABSTRACT Teaching approaches in higher education have already been the subject of a considerable body of research. An important contribution was Prosser and Trigwell's development of the Approaches to Teaching Inventory (ATI). The present study aims to map out the approaches to teaching profiles of teachers in higher education on the basis of their scores on the ATI. The assignment of teachers to different profiles reflects a particular combination of scores on the ATI, which yields more information relative to teachers' scores on the separate scales. Our results also provide further insight into the validity of the ATI as an instrument for ascertaining teachers' approaches to teaching. Cluster analysis of the ATI data from 377 teachers revealed four profiles. Interview data with 30 teachers enabled us to obtain more detailed pictures of the profiles. Differences between the profiles in terms of gender, discipline and type of higher education institute were analysed.

Research paper thumbnail of Clustering teachers' motivations for teaching

Teaching in Higher Education, Apr 4, 2014

ABSTRACT The motivation to teach is a powerful, yet neglected, force in teaching at institutes of... more ABSTRACT The motivation to teach is a powerful, yet neglected, force in teaching at institutes of higher education. A better understanding of academics' motivations for teaching is necessary. The aim of this mixed-method study was to identify groups with distinctively different motivations for teaching. Six clusters were identified: expertise, duty, subject, passion, reluctance and incompetence. The teachers in these groups differed in perceived personal effectiveness, interest and effort towards teaching. Interview data revealed the competitive function of research and the importance of the subject matter taught. The clusters containing teachers who prioritise the teaching process over the teaching content were the ones with the highest overall motivation scores.

Research paper thumbnail of Instructional development for teachers in higher education: Effects on students’ perceptions of the teaching-learning environment

British Journal of Educational Psychology, May 19, 2011

Background. Although instructional development for teachers has become an important topic in hig... more Background. Although instructional development for teachers has become an important topic in higher education, little is known about its actual impact. In particular, evidence regarding the impact of teachers’ instructional development on students’ perceptions of the teaching–learning environment is scarce.Aims. The impact of an instructional development programme for beginning university teachers on students’ perceptions of the teaching and learning environment was investigated. We also explored whether this impact is dependent on class size and student level (first years vs. non‐first years).Sample. Quantitative data were gathered from more than 1,000 students at pre‐ and post‐tests, using a quasi‐experimental design.Method. A multi‐level analysis was conducted in which five models were estimated.Results. A basic model made clear that teachers did differ from each other with respect to the dependent variables concerned; however, differences in scale scores also resulted to a large extent from differences between students. A second model, in which the moderating impact by way of teacher characteristics, context, and student characteristics was not taken into account, reported no significant effect of training. A third model, examining the net impact of instructional development revealed some impact, which was, remarkably, negative. A first interaction model proved a differential impact of instructional development for teachers teaching first years and those teaching non‐first years. A second one showed that the impact of training depended on the number of students one teaches.Conclusions. Instructional development for teachers in higher education does not easily result in effects on students’ perceptions of the teaching and learning environment. Perspectives for further research into instructional development are discussed.

Research paper thumbnail of Verbeterd onderwijs aantoonbaar door docentprofessionalisering