Peter Sleegers
Biographic Data
| ID | 85121 |
|---|---|
| NAME | Peter Sleegers |
| GIVEN NAMES | Peter |
| FAMILY NAME | Sleegers |
| SIGNATURE | SLEEGERS P |
| AFFILIATIONS | University of Amsterdam |
| VERIFIED | No |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 253 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 7 |
Practice development in social work
Contains fulltext : 303613.pdf (Publisher’s version ) (Open Access)
Dream ore reality? The presence of Social Practice Development in social work practice
This study explored the extent to which social workers conduct Social Practice Development (SPD), an approach translated from nursing, to foster practice improvement in social work. Alumni of bachelor’s programmes in social work were asked to complete an online survey about SPD. Based on exploratory factor analyses and item analyses, mean scores and standard deviations of SPD activities conducted by social workers were calculated. The results sho…
The relevance of practice development for professionalisation of social work
This article explores the relevance of Practice Development (PD), as developed in nursing, for fostering practice improvement and the external recognition of social work. The findings of a Delphi study among 17 social work experts reveal that PD in social work is framed as a collective endeavour embedded in a professional learning community of social workers aimed at systematically developing their practice with regard to shared recurring complex…
Selective attention relates to the development of executive functions in 2,5- to 3-year-olds
Towards Sustaining Levels of Reflective Learning
Whereas cross-sectional research has shown that transformational leadership, task interdependence, and self-efficacy are positively related to teachers’ engagement in reflective learning activities, the causal direction of these relations needs further inquiry. At the same time, individual teacher learning might play a mutual role in strengthening school-level capacity for sustained improvement. Building on previous research, this longitudinal st…
Fostering teacher learning in VET colleges
Teaming up
How to Improve Teaching Practices
Purpose: Although it is expected that building schoolwide capacity for teacher learning will improve teaching practices, there is little systematic evidence to support this claim. This study aimed to examine the relative impact of transformational leadership practices, school organizational conditions, teacher motivational factors, and teacher learning on teaching practices. Research Design: Data were collected from a survey of 502 teachers from …
Occupying the Principal Position
Throughout the world, educational policy makers, practitioners, and scholars have acknowledged the importance of principal leadership in the generation and implementation of innovations. In many studies, transformational leadership has emerged as a promising approach in response to increasing demands to develop and implement innovations in schools. Although research has suggested that having access to leaders with expertise can significantly stim…
The effect of peer socioeconomic status on student achievement
What do teachers do to stimulate the understanding of the other in interreligious classroom communication? Empirical research into dialogical communication in religiously pluriform learning situations…
How do pupils in dialogical classroom communication understand the otherness of peers who belong to religions different from their own? We distinguish between three aspects of dialogical communication that are conducive to understanding pupils’ otherness: orientation, appropriation, and evaluation. To what extent do teachers apply these three aspects in interreligious classroom communication? To answer this question we investigated the interactio…
Promoting Authoring in Interreligious Classroom Communication
What opportunities are students offered to author themselves as religious persons in interreligious classroom communication? There are two conditions for authoring: (1) allowing for a variety of voices of religion, and (2) stimulating interaction between different voices of religion. Scope for diverse voices of religion depends on the view of religion adopted when promoting the expression of different voices: a canonical, a critical or a global v…
The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools
In this study we examined the relative importance of teachers' psychological states, school organizational conditions (teacher collaboration and participative decision making), and the leadership practices (vision, individual consideration, and intellectual stimulation) of principals at their schools in explaining variation in teachers' professional learning. We examined teachers' learning by focusing on their participation in the following profe…
Expressing Otherness in Interreligious Classroom Communication. Empirical Research into Dialogical Communication in Religiously Pluriform Learning Situations in Catholic Primary Schools
This qualitative research investigates the degree in which pupils, who belong to different religions, express their religious otherness in dialogical communication, the degree in which teachers offer them room to do so and the views on religious pluralism that teachers use to this end. Otherness refers to the relation of the I with himself and with the other. The expressions of otherness of both teachers and pupils in nine lessons on interreligio…
Looking for a balance between internal and external evaluation of school quality
This article describes the results of a study into the utility of the SVI model, a model in which internal and external evaluation are balanced. The model consists of three phases: school self-evaluation, visitation and inspection. Under the guidance of school consultants, 27 Dutch primary schools have built up two years of experience with the SVI model. The results show that the school leaders developed a positive attitude towards school self-ev…
Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools
This article examines the effects of transformational and transactional leadership on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in the context of schools in a specific developing country context, that of Tanzania. It does so by testing a model of such effects using a set of data collected from a sample of Tanzanian primary school teachers. Regression analyses show transformational leadership di…
How does it feel? Teachers' emotions in a context of change
This exploratory study examines how teachers perceive their work within the current context of educational reform. A cognitive social‐psychological approach to emotions offers the theoretical framework for understanding what teachers have at stake within the context of the reforms. Six Dutch secondary school teachers with strongly differing professional orientations were interviewed. The results show the ways in which teachers appraise the relati…
Why the more educated are less inclined to keep ethnic distance
More educated individuals are more tolerant towards ethnic minorities than less educated individuals. This is one of the most consistent findings in studies on different expressions of intolerance towards ethnic minorities. In this contribution we set out to explain this recurrent finding by studying the educational effect on ethnic distance in a Dutch sample of young adults who have recently been exposed to the educational system. We have tested…
New learning and choices of secondary school teachers when arranging learning environments
One teacher's identity, emotions, and commitment to change
Segregation by choice? A study of group‐specific reasons for school choice
n Contains fulltext :\n 56848.pdf (Publisher’s version ) (Open Access)\n
Parental Involvement and Educational Achievement
Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low‐educated and ethnic minority parents. Various forms of both parental and school‐initiated involvement are examined. On the one hand, the connections between a number of characteristics of parent…
Research into interventions from a cultural-individual innovation perspective
Professional orientations of secondary school teachers towards their work
Implementation of an innovation
Why the more educated are less inclined to keep ethnic distance
More educated individuals are more tolerant towards ethnic minorities than less educated individuals. This is one of the most consistent findings in studies on different expressions of intolerance towards ethnic minorities. In this contribution we set out to explain this recurrent finding by studying the educational effect on ethnic distance in a Dutch sample of young adults who have recently been exposed to the educational system. We have tested…
How to Improve Teaching Practices
Purpose: Although it is expected that building schoolwide capacity for teacher learning will improve teaching practices, there is little systematic evidence to support this claim. This study aimed to examine the relative impact of transformational leadership practices, school organizational conditions, teacher motivational factors, and teacher learning on teaching practices. Research Design: Data were collected from a survey of 502 teachers from …
One teacher's identity, emotions, and commitment to change
Teaming up
Segregation by choice? A study of group‐specific reasons for school choice
n Contains fulltext :\n 56848.pdf (Publisher’s version ) (Open Access)\n
Professional orientations of secondary school teachers towards their work
Parental Involvement and Educational Achievement
Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low‐educated and ethnic minority parents. Various forms of both parental and school‐initiated involvement are examined. On the one hand, the connections between a number of characteristics of parent…
Selective attention relates to the development of executive functions in 2,5- to 3-year-olds
The relevance of practice development for professionalisation of social work
This article explores the relevance of Practice Development (PD), as developed in nursing, for fostering practice improvement and the external recognition of social work. The findings of a Delphi study among 17 social work experts reveal that PD in social work is framed as a collective endeavour embedded in a professional learning community of social workers aimed at systematically developing their practice with regard to shared recurring complex…
Towards Sustaining Levels of Reflective Learning
Whereas cross-sectional research has shown that transformational leadership, task interdependence, and self-efficacy are positively related to teachers’ engagement in reflective learning activities, the causal direction of these relations needs further inquiry. At the same time, individual teacher learning might play a mutual role in strengthening school-level capacity for sustained improvement. Building on previous research, this longitudinal st…
New learning and choices of secondary school teachers when arranging learning environments
Decentralisation in Education
The decentralisation policy of the Dutch Ministry of Education and Science is aimed at increasing the autonomy of schools. There is some doubt, however, whether schools are able to cope adequately with this increased autonomy. In other words, do schools have sufficient decision‐making or policy‐making capacities? A recent Dutch investigation into the relationship between the policy‐making capacity of schools and the way in which schools use this …
Fostering teacher learning in VET colleges
The innovative capacity of schools in primary education
Schools are increasingly responsible for their own future. Therefore, it is fruitful to examine these organizations' potential for innovation and their capacity to realize large-scale innovations in particular. With this goal in mind, a strategy for the study of the innovative capacity of schools was developed. In a previous article for this journal, a preliminary study of the innovative capacity of secondary schools was reported. The results of …
Dream ore reality? The presence of Social Practice Development in social work practice
This study explored the extent to which social workers conduct Social Practice Development (SPD), an approach translated from nursing, to foster practice improvement in social work. Alumni of bachelor’s programmes in social work were asked to complete an online survey about SPD. Based on exploratory factor analyses and item analyses, mean scores and standard deviations of SPD activities conducted by social workers were calculated. The results sho…
Looking for a balance between internal and external evaluation of school quality
This article describes the results of a study into the utility of the SVI model, a model in which internal and external evaluation are balanced. The model consists of three phases: school self-evaluation, visitation and inspection. Under the guidance of school consultants, 27 Dutch primary schools have built up two years of experience with the SVI model. The results show that the school leaders developed a positive attitude towards school self-ev…
The innovative capacity of secondary schools
This paper presents the results of a preliminary investigation into the innovative capacities of secondary schools. The content of the innovation in this case was the implementation of a core curriculum for Dutch secondary education. The goal of this preliminary investigation was to refine the conceptualization of the innovative capacity of schools. A review of the literature was performed and interviews (N = 46) were conducted based on the resul…
Decentralisation in Education
The decentralisation policy of the Dutch Ministry of Education and Science is aimed at increasing the autonomy of schools. There is some doubt, however, whether schools are able to cope adequately with this increased autonomy. In other words, do schools have sufficient decision‐making or policy‐making capacities? A recent Dutch investigation into the relationship between the policy‐making capacity of schools and the way in which schools use this …
The innovative capacity of secondary schools
This paper presents the results of a preliminary investigation into the innovative capacities of secondary schools. The content of the innovation in this case was the implementation of a core curriculum for Dutch secondary education. The goal of this preliminary investigation was to refine the conceptualization of the innovative capacity of schools. A review of the literature was performed and interviews (N = 46) were conducted based on the resul…
The innovative capacity of schools in primary education
Schools are increasingly responsible for their own future. Therefore, it is fruitful to examine these organizations' potential for innovation and their capacity to realize large-scale innovations in particular. With this goal in mind, a strategy for the study of the innovative capacity of schools was developed. In a previous article for this journal, a preliminary study of the innovative capacity of secondary schools was reported. The results of …
Implementation of an innovation
Building innovative schools
Professional orientations of secondary school teachers towards their work
Research into interventions from a cultural-individual innovation perspective
New learning and choices of secondary school teachers when arranging learning environments
One teacher's identity, emotions, and commitment to change
Segregation by choice? A study of group‐specific reasons for school choice
n Contains fulltext :\n 56848.pdf (Publisher’s version ) (Open Access)\n
Parental Involvement and Educational Achievement
Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low‐educated and ethnic minority parents. Various forms of both parental and school‐initiated involvement are examined. On the one hand, the connections between a number of characteristics of parent…
Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools
This article examines the effects of transformational and transactional leadership on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in the context of schools in a specific developing country context, that of Tanzania. It does so by testing a model of such effects using a set of data collected from a sample of Tanzanian primary school teachers. Regression analyses show transformational leadership di…
How does it feel? Teachers' emotions in a context of change
This exploratory study examines how teachers perceive their work within the current context of educational reform. A cognitive social‐psychological approach to emotions offers the theoretical framework for understanding what teachers have at stake within the context of the reforms. Six Dutch secondary school teachers with strongly differing professional orientations were interviewed. The results show the ways in which teachers appraise the relati…
Why the more educated are less inclined to keep ethnic distance
More educated individuals are more tolerant towards ethnic minorities than less educated individuals. This is one of the most consistent findings in studies on different expressions of intolerance towards ethnic minorities. In this contribution we set out to explain this recurrent finding by studying the educational effect on ethnic distance in a Dutch sample of young adults who have recently been exposed to the educational system. We have tested…
Expressing Otherness in Interreligious Classroom Communication. Empirical Research into Dialogical Communication in Religiously Pluriform Learning Situations in Catholic Primary Schools
This qualitative research investigates the degree in which pupils, who belong to different religions, express their religious otherness in dialogical communication, the degree in which teachers offer them room to do so and the views on religious pluralism that teachers use to this end. Otherness refers to the relation of the I with himself and with the other. The expressions of otherness of both teachers and pupils in nine lessons on interreligio…
Looking for a balance between internal and external evaluation of school quality
This article describes the results of a study into the utility of the SVI model, a model in which internal and external evaluation are balanced. The model consists of three phases: school self-evaluation, visitation and inspection. Under the guidance of school consultants, 27 Dutch primary schools have built up two years of experience with the SVI model. The results show that the school leaders developed a positive attitude towards school self-ev…
The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools
In this study we examined the relative importance of teachers' psychological states, school organizational conditions (teacher collaboration and participative decision making), and the leadership practices (vision, individual consideration, and intellectual stimulation) of principals at their schools in explaining variation in teachers' professional learning. We examined teachers' learning by focusing on their participation in the following profe…
Occupying the Principal Position
Throughout the world, educational policy makers, practitioners, and scholars have acknowledged the importance of principal leadership in the generation and implementation of innovations. In many studies, transformational leadership has emerged as a promising approach in response to increasing demands to develop and implement innovations in schools. Although research has suggested that having access to leaders with expertise can significantly stim…
The effect of peer socioeconomic status on student achievement
What do teachers do to stimulate the understanding of the other in interreligious classroom communication? Empirical research into dialogical communication in religiously pluriform learning situations…
How do pupils in dialogical classroom communication understand the otherness of peers who belong to religions different from their own? We distinguish between three aspects of dialogical communication that are conducive to understanding pupils’ otherness: orientation, appropriation, and evaluation. To what extent do teachers apply these three aspects in interreligious classroom communication? To answer this question we investigated the interactio…
Promoting Authoring in Interreligious Classroom Communication
What opportunities are students offered to author themselves as religious persons in interreligious classroom communication? There are two conditions for authoring: (1) allowing for a variety of voices of religion, and (2) stimulating interaction between different voices of religion. Scope for diverse voices of religion depends on the view of religion adopted when promoting the expression of different voices: a canonical, a critical or a global v…
Teaming up
How to Improve Teaching Practices
Purpose: Although it is expected that building schoolwide capacity for teacher learning will improve teaching practices, there is little systematic evidence to support this claim. This study aimed to examine the relative impact of transformational leadership practices, school organizational conditions, teacher motivational factors, and teacher learning on teaching practices. Research Design: Data were collected from a survey of 502 teachers from …
Towards Sustaining Levels of Reflective Learning
Whereas cross-sectional research has shown that transformational leadership, task interdependence, and self-efficacy are positively related to teachers’ engagement in reflective learning activities, the causal direction of these relations needs further inquiry. At the same time, individual teacher learning might play a mutual role in strengthening school-level capacity for sustained improvement. Building on previous research, this longitudinal st…
Fostering teacher learning in VET colleges
Psychology (25 works) · Sociology (17 works) · Pedagogy (15 works) · Mathematics education (14 works) · Teacher Education and Leadership Studies (14 works) · Social Psychology (12 works) · Political science (11 works) · Medicine (7 works) · Social Psychology (7 works) · Social science (7 works)