Hans Luyten | University of Twente (original) (raw)
Educational researcher (and a few other studies) since 1990.
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Graduate Center of the City University of New York
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Papers by Hans Luyten
Pedagogische Studien, Dec 1, 2009
Springer eBooks, 2014
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.
IntechOpen eBooks, Jun 30, 2023
Springer briefs in education, Aug 14, 2013
Studies in Educational Evaluation, Mar 1, 2019
This study examines the routes via which transformational leadership, professional learning commu... more This study examines the routes via which transformational leadership, professional learning communities and teacher learning lead to more learner centred teaching practices. By means of structural equation modelling (path analysis with latent variables) a conceptual model was tested, using questionnaire data from 518 teachers in 95 Mozambican primary schools. The data analysis shows that the effect of transformational leadership on teaching practices is substantial but indirect, running via professional learning communities and teacher learning. All in all, the impact of professional learning communities on teaching practices is particularly strong. Its effect is both direct and indirect, running via teacher learning. The findings show the relevance of the concepts transformational leadership and professional learning communities in an African context.
Educational Research and Evaluation, Jan 2, 2015
As expectations of the economic impact of educational attainment are soaring (Hanushek & Woessman... more As expectations of the economic impact of educational attainment are soaring (Hanushek & Woessmann, 2009) and conjectures about successful national educational reforms (Mourshed, Chijioke, & Barber, 2010) are welcomed by educational policy-makers in many countries, a careful assessment of the empirical evidence for these kinds of claims is needed. In this article, we present a methodology that was applied to an international data set. A multi-level model of education was used to present a hypothetical scenario, indicated as the "implementation scenario". The scenario was tested on the Programme for International Student Assessment (PISA) 2009 data set by means of multi-level structural equation modelling. Although we find some evidence for direct effects and some support for straightforward implementation, the overall impact of malleable conditions at the system and school level appears disappointingly small. A theoretical strand of literature that would account for "limited malleability" is referred to in discussing these results.
Oral Presentations, Dec 1, 2019
Pedagogische Studien, 2006
Studies in Educational Evaluation, 2022
Pedagogische Studien, Dec 1, 2009
Springer eBooks, 2014
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.
IntechOpen eBooks, Jun 30, 2023
Springer briefs in education, Aug 14, 2013
Studies in Educational Evaluation, Mar 1, 2019
This study examines the routes via which transformational leadership, professional learning commu... more This study examines the routes via which transformational leadership, professional learning communities and teacher learning lead to more learner centred teaching practices. By means of structural equation modelling (path analysis with latent variables) a conceptual model was tested, using questionnaire data from 518 teachers in 95 Mozambican primary schools. The data analysis shows that the effect of transformational leadership on teaching practices is substantial but indirect, running via professional learning communities and teacher learning. All in all, the impact of professional learning communities on teaching practices is particularly strong. Its effect is both direct and indirect, running via teacher learning. The findings show the relevance of the concepts transformational leadership and professional learning communities in an African context.
Educational Research and Evaluation, Jan 2, 2015
As expectations of the economic impact of educational attainment are soaring (Hanushek & Woessman... more As expectations of the economic impact of educational attainment are soaring (Hanushek & Woessmann, 2009) and conjectures about successful national educational reforms (Mourshed, Chijioke, & Barber, 2010) are welcomed by educational policy-makers in many countries, a careful assessment of the empirical evidence for these kinds of claims is needed. In this article, we present a methodology that was applied to an international data set. A multi-level model of education was used to present a hypothetical scenario, indicated as the "implementation scenario". The scenario was tested on the Programme for International Student Assessment (PISA) 2009 data set by means of multi-level structural equation modelling. Although we find some evidence for direct effects and some support for straightforward implementation, the overall impact of malleable conditions at the system and school level appears disappointingly small. A theoretical strand of literature that would account for "limited malleability" is referred to in discussing these results.
Oral Presentations, Dec 1, 2019
Pedagogische Studien, 2006
Studies in Educational Evaluation, 2022