Linda Van Den Bergh
Biographic Data
| ID | 2749032 |
|---|---|
| NAME | Linda Van Den Bergh |
| GIVEN NAMES | Linda Van Den |
| FAMILY NAME | Bergh |
| SIGNATURE | VAN DEN BERGH L |
| AFFILIATIONS | Fontys University of Applied Sciences |
| ORCID | 0000-0001-9584-115X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 85 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
An evaluation of a professional development program aimed at empowering teachers’ agency for social justice
This article reports on an evaluation study of a professional development program to promote teachers’ agency for social justice and educational equality. Despite that teachers are seen as change agents for social justice, few studies have investigated what empowers them to adopt this role. Therefore, we designed a theory of change with seven manifestations of agency for social justice (e.g., being committed and experts, taking initiatives). Four…
Implicit measures of teachers' attitudes and stereotypes, and their effects on teacher practice and student outcomes: A review
In this paper, research on implicitly measured teacher associations with social groups of students (attitudes and stereotypes) is reviewed. The aim of this review is to describe the theoretical and methodological underpinnings of the use of implicit measures in educational research, to summarize the research completed so far in which implicit measures have been used, how implicitly measured attitudes and stereotypes are related to different teach…
Parents’ perceptions of secondary school students’ motivation and well‐being before and during the Covid‐19 lockdown: The moderating role of student characteristics
During the COVID‐19 lockdown of spring 2020, Dutch children were being homeschooled. We examined how parents’ (n = 470) perceptions of secondary school students’ ( M age = 14.23 years) need satisfaction, academic motivation and well‐being differed before the lockdown (assessed retrospectively) and during the lockdown. Furthermore, we examined the differential impact of the lockdown for different groups of children based on parental educational le…
Do Teachers Treat Their Students Differently? An Observational Study on Teacher-Student Interactions as a Function of Teacher Expectations and Student Achievement
Through classroom interactions, teachers provide their students with different opportunities to learn. Some kinds of interactions elicit more learning activities than others. With differential treatment of students, teachers may exacerbate or reduce achievement differences in their classroom. In addition, differential interactions may contribute to teacher expectation effects, with teachers treating their high-expectation students more favourably…
Teacher learning in the context of a continuing professional development programme: A case study
Improving Teacher Feedback During Active Learning: Effects of a Professional Development Program
This study focuses on improving teacher feedback during active learning. Changing teachers’ behavior sustainably, however, is very difficult. Several conditions should be taken into account, and programs should build on teachers’ cognitions and practices. Effects of a specifically designed professional development program on 16 elementary schoolteachers’ knowledge, beliefs, perceived problems, and classroom behavior were examined via observations…
Teacher feedback during active learning: Current practices in primary schools
Background. Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning.Aims. The purpose of the present study is to contribute to the existing knowledge about feedback and…
The Implicit Prejudiced Attitudes of Teachers: Relations to Teacher Expectations and the Ethnic Achievement Gap
Ethnic minority students are at risk for school failure and show a heightened susceptibility to negative teacher expectancy effects. In the present study, whether the prejudiced attitudes of teachers relate to their expectations and the academic achievement of their students is examined. The prejudiced attitudes of 41 elementary school teachers were assessed via self-report and an Implicit Association Test. Teacher expectations and achievement sc…
The Implicit Prejudiced Attitudes of Teachers: Relations to Teacher Expectations and the Ethnic Achievement Gap
Ethnic minority students are at risk for school failure and show a heightened susceptibility to negative teacher expectancy effects. In the present study, whether the prejudiced attitudes of teachers relate to their expectations and the academic achievement of their students is examined. The prejudiced attitudes of 41 elementary school teachers were assessed via self-report and an Implicit Association Test. Teacher expectations and achievement sc…
Teacher learning in the context of a continuing professional development programme: A case study
Do Teachers Treat Their Students Differently? An Observational Study on Teacher-Student Interactions as a Function of Teacher Expectations and Student Achievement
Through classroom interactions, teachers provide their students with different opportunities to learn. Some kinds of interactions elicit more learning activities than others. With differential treatment of students, teachers may exacerbate or reduce achievement differences in their classroom. In addition, differential interactions may contribute to teacher expectation effects, with teachers treating their high-expectation students more favourably…
Teacher feedback during active learning: Current practices in primary schools
Background. Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning.Aims. The purpose of the present study is to contribute to the existing knowledge about feedback and…
Improving Teacher Feedback During Active Learning: Effects of a Professional Development Program
This study focuses on improving teacher feedback during active learning. Changing teachers’ behavior sustainably, however, is very difficult. Several conditions should be taken into account, and programs should build on teachers’ cognitions and practices. Effects of a specifically designed professional development program on 16 elementary schoolteachers’ knowledge, beliefs, perceived problems, and classroom behavior were examined via observations…
The Implicit Prejudiced Attitudes of Teachers: Relations to Teacher Expectations and the Ethnic Achievement Gap
Ethnic minority students are at risk for school failure and show a heightened susceptibility to negative teacher expectancy effects. In the present study, whether the prejudiced attitudes of teachers relate to their expectations and the academic achievement of their students is examined. The prejudiced attitudes of 41 elementary school teachers were assessed via self-report and an Implicit Association Test. Teacher expectations and achievement sc…
Teacher feedback during active learning: Current practices in primary schools
Background. Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning.Aims. The purpose of the present study is to contribute to the existing knowledge about feedback and…
Improving Teacher Feedback During Active Learning: Effects of a Professional Development Program
This study focuses on improving teacher feedback during active learning. Changing teachers’ behavior sustainably, however, is very difficult. Several conditions should be taken into account, and programs should build on teachers’ cognitions and practices. Effects of a specifically designed professional development program on 16 elementary schoolteachers’ knowledge, beliefs, perceived problems, and classroom behavior were examined via observations…
Teacher learning in the context of a continuing professional development programme: A case study
Do Teachers Treat Their Students Differently? An Observational Study on Teacher-Student Interactions as a Function of Teacher Expectations and Student Achievement
Through classroom interactions, teachers provide their students with different opportunities to learn. Some kinds of interactions elicit more learning activities than others. With differential treatment of students, teachers may exacerbate or reduce achievement differences in their classroom. In addition, differential interactions may contribute to teacher expectation effects, with teachers treating their high-expectation students more favourably…
Implicit measures of teachers' attitudes and stereotypes, and their effects on teacher practice and student outcomes: A review
In this paper, research on implicitly measured teacher associations with social groups of students (attitudes and stereotypes) is reviewed. The aim of this review is to describe the theoretical and methodological underpinnings of the use of implicit measures in educational research, to summarize the research completed so far in which implicit measures have been used, how implicitly measured attitudes and stereotypes are related to different teach…
Parents’ perceptions of secondary school students’ motivation and well‐being before and during the Covid‐19 lockdown: The moderating role of student characteristics
During the COVID‐19 lockdown of spring 2020, Dutch children were being homeschooled. We examined how parents’ (n = 470) perceptions of secondary school students’ ( M age = 14.23 years) need satisfaction, academic motivation and well‐being differed before the lockdown (assessed retrospectively) and during the lockdown. Furthermore, we examined the differential impact of the lockdown for different groups of children based on parental educational le…
An evaluation of a professional development program aimed at empowering teachers’ agency for social justice
This article reports on an evaluation study of a professional development program to promote teachers’ agency for social justice and educational equality. Despite that teachers are seen as change agents for social justice, few studies have investigated what empowers them to adopt this role. Therefore, we designed a theory of change with seven manifestations of agency for social justice (e.g., being committed and experts, taking initiatives). Four…
Psychology (8 works) · Mathematics education (6 works) · Computer Science (5 works) · Medicine (4 works) · Pedagogy (4 works) · Teacher Education and Leadership Studies (4 works) · Professional development (3 works) · Academic achievement (2 works) · Cognition (2 works) · Differential effects (2 works)