Siebrich de Vries
Biographic Data
| ID | 6328296 |
|---|---|
| NAME | Siebrich de Vries |
| GIVEN NAMES | Siebrich |
| FAMILY NAME | de Vries |
| SIGNATURE | DE VRIES S |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0003-2221-3763 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Using lesson study to help mathematics teachers enhance students’ problem-solving skills with teaching through problem solving
As a central objective, problem-solving skills are important in the mathematics curricula of many countries. However, such skills tend to receive limited and rarely systematic attention in mathematics lessons, including in the Netherlands. To address this gap, the authors adopt a specific approach that defines problem solving as integral to mathematics: Teaching mathematics Through Problem solving (TTP). In Japan, teachers often learn about TTP b…
Peer-to-peer-talk in whole-classroom discussions
We observed stretches of peer-to-peer-talk during teacher-guided whole-classroom discussions aimed at sharing perspectives in Dutch Language and Literature lessons. This conversation-analytic study zooms in on how these stretches of peer-to-peer-talk emerge. Students are mainly found to respond to each other with challenges and assertions. A challenge is formulated as a wh-question - imperative, interrogative, declarative or phrasal - and is used…
‘What would you do if…?’: On asking Experience Questions within classroom discussions, with a view to making room for subjectification
In this study, we observed classroom discussions in which teachers aimed to work on subjectification. Teachers were found to ask ‘Experience Questions’, which we define as questions that prompt the recipient to disclose how he/she would act or feel in a given situation. By applying Conversation Analysis, we show that post-expansion is provoked by either 1) inviting other students to respond to the initial response; 2) inviting the same student to…
Are we jumping into a gap?” A study of the interplay between theoretical input and practical knowledge during noticing as reasoning of a lesson study team in initial teacher education
Using sociocultural discourse analysis, we examined when and how a Lesson Study team in initial teacher education integrated theoretical input with practical knowledge when reasoning about subject-specific learning by and teaching of their pupils. We found 10 reasoning sequences in which theoretical input helped student teachers externalize their practical knowledge and reflect on the relation between practical knowledge and theoretical input. Th…
Sustaining data use professional learning communities in schools: The role of leadership practices
Sustaining professional learning communities (PLCs) focused on data use is a challenge for schools. Sustainability is achieved by making the PLC’s core components evident in schools’ organizational routines. Leadership can support sustainability according to literature, but it is unclear what leadership for sustainability looks like in practice. We therefore investigated what sustainable data use PLCs and leadership look like in three secondary s…
“What do you think?” How interaction unfolds following opinion-seeking questions and implications for encouraging subjectification in education
This study investigates how classroom interaction unfolds following an opinion-seeking question asked by teachers or students. By using conversation analysis as a research method, the authors found that to an opinion-seeking question the preferred response of a student is to express an opinion as if it originated from their own thoughts. These responses are often followed by a non-minimal follow-up by both teachers and peers. We illustrate that t…
The Concept of Organizational Routines and Its Potential for Investigating Educational Initiatives in Practice: A Systematic Review of the Literature
This review examines the concept of organizational routines and its potential for investigating educational initiatives in practice. The studies in our review revealed three different approaches to routines: (1) examining organizational routines as entities, (2) (also) examining conversational routines, and (3) examining the internal structure of organizational routines. Current definitions, operationalizations, and examinations can lack clarity …
Noticing as reasoning in Lesson Study teams in initial teacher education
In the current study on noticing as reasoning of Lesson Study (LS)-teams in initial teacher education (ITE), we analyzed the reasoning two mixed LS-teams set up about pupils' subject-related learning of. Both teams consisted of a student teacher and experienced teachers. Both teams paid more attention to identification (describing pupils‘ learning behavior) and planning elements (considering and deciding how to act) than to interpretation element…
Understanding teacher learning in lesson study through a cultural–historical activity theory lens
Although lesson study (LS) is widely considered a promising approach to teachers' professional development, the variation in teacher learning in LS is not yet well understood. Using a cultural–historical activity theory lens, we identify aspects of LS as a learning activity of significance for teacher learning. Using mixed-methods analysis of questionnaire and interview data drawn from 17 secondary school teachers, we find multiple variables of r…
The hullabaloo of schooling: The influence of school factors on the (dis)continuation of lesson study
This study examines which school factors schools report influence their (dis)continuation of lesson study, a professional development initiative, and how after a four-year, cross-school lesson study project ends. To examine this, the framework on three types of school factors (features of employment, malleable school processes and fixed school characteristics) and the concept of organisational routines are used. Semistructured interviews were hel…
Key actors leading knowledge brokerage for sustainable school improvement with PLCs: Who brokers what
This study investigated knowledge brokerage key actors, in schools that realized sustainable school improvement through professional learning communities (PLCs). To gain insight into what knowledge key actors brokered and how they brokered knowledge, key actors at five secondary schools that worked sustainably with PLCs participated in an in-depth mixed-method study. The findings showed what types of knowledge were brokered and through what activ…
Between lethal and local adaptation: Lesson study as an organizational routine
We examine whether and how teachers embed lesson study in their schools. • Teachers who maintained the script of lesson study often embedded the practice. • Teachers who modified the script discontinued or lethally adjusted lesson study. Professional development practices remain at the forefront of ways to support teacher learning but are difficult to sustain. We investigate whether and how teachers continued to perform the professional developme…
Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers’ adaptive teaching practices in mainstream secondary education
Professional growth in adaptive teaching competence as a result of Lesson Study
Profiling teachers' continuing professional development and the relation with their beliefs about learning and teaching
Profiling teachers' continuing professional development and the relation with their beliefs about learning and teaching
Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers’ adaptive teaching practices in mainstream secondary education
Professional growth in adaptive teaching competence as a result of Lesson Study
Are we jumping into a gap?” A study of the interplay between theoretical input and practical knowledge during noticing as reasoning of a lesson study team in initial teacher education
Using sociocultural discourse analysis, we examined when and how a Lesson Study team in initial teacher education integrated theoretical input with practical knowledge when reasoning about subject-specific learning by and teaching of their pupils. We found 10 reasoning sequences in which theoretical input helped student teachers externalize their practical knowledge and reflect on the relation between practical knowledge and theoretical input. Th…
Noticing as reasoning in Lesson Study teams in initial teacher education
In the current study on noticing as reasoning of Lesson Study (LS)-teams in initial teacher education (ITE), we analyzed the reasoning two mixed LS-teams set up about pupils' subject-related learning of. Both teams consisted of a student teacher and experienced teachers. Both teams paid more attention to identification (describing pupils‘ learning behavior) and planning elements (considering and deciding how to act) than to interpretation element…
Key actors leading knowledge brokerage for sustainable school improvement with PLCs: Who brokers what
This study investigated knowledge brokerage key actors, in schools that realized sustainable school improvement through professional learning communities (PLCs). To gain insight into what knowledge key actors brokered and how they brokered knowledge, key actors at five secondary schools that worked sustainably with PLCs participated in an in-depth mixed-method study. The findings showed what types of knowledge were brokered and through what activ…
Profiling teachers' continuing professional development and the relation with their beliefs about learning and teaching
Professional growth in adaptive teaching competence as a result of Lesson Study
Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers’ adaptive teaching practices in mainstream secondary education
Between lethal and local adaptation: Lesson study as an organizational routine
We examine whether and how teachers embed lesson study in their schools. • Teachers who maintained the script of lesson study often embedded the practice. • Teachers who modified the script discontinued or lethally adjusted lesson study. Professional development practices remain at the forefront of ways to support teacher learning but are difficult to sustain. We investigate whether and how teachers continued to perform the professional developme…
Key actors leading knowledge brokerage for sustainable school improvement with PLCs: Who brokers what
This study investigated knowledge brokerage key actors, in schools that realized sustainable school improvement through professional learning communities (PLCs). To gain insight into what knowledge key actors brokered and how they brokered knowledge, key actors at five secondary schools that worked sustainably with PLCs participated in an in-depth mixed-method study. The findings showed what types of knowledge were brokered and through what activ…
“What do you think?” How interaction unfolds following opinion-seeking questions and implications for encouraging subjectification in education
This study investigates how classroom interaction unfolds following an opinion-seeking question asked by teachers or students. By using conversation analysis as a research method, the authors found that to an opinion-seeking question the preferred response of a student is to express an opinion as if it originated from their own thoughts. These responses are often followed by a non-minimal follow-up by both teachers and peers. We illustrate that t…
The Concept of Organizational Routines and Its Potential for Investigating Educational Initiatives in Practice: A Systematic Review of the Literature
This review examines the concept of organizational routines and its potential for investigating educational initiatives in practice. The studies in our review revealed three different approaches to routines: (1) examining organizational routines as entities, (2) (also) examining conversational routines, and (3) examining the internal structure of organizational routines. Current definitions, operationalizations, and examinations can lack clarity …
Noticing as reasoning in Lesson Study teams in initial teacher education
In the current study on noticing as reasoning of Lesson Study (LS)-teams in initial teacher education (ITE), we analyzed the reasoning two mixed LS-teams set up about pupils' subject-related learning of. Both teams consisted of a student teacher and experienced teachers. Both teams paid more attention to identification (describing pupils‘ learning behavior) and planning elements (considering and deciding how to act) than to interpretation element…
Understanding teacher learning in lesson study through a cultural–historical activity theory lens
Although lesson study (LS) is widely considered a promising approach to teachers' professional development, the variation in teacher learning in LS is not yet well understood. Using a cultural–historical activity theory lens, we identify aspects of LS as a learning activity of significance for teacher learning. Using mixed-methods analysis of questionnaire and interview data drawn from 17 secondary school teachers, we find multiple variables of r…
The hullabaloo of schooling: The influence of school factors on the (dis)continuation of lesson study
This study examines which school factors schools report influence their (dis)continuation of lesson study, a professional development initiative, and how after a four-year, cross-school lesson study project ends. To examine this, the framework on three types of school factors (features of employment, malleable school processes and fixed school characteristics) and the concept of organisational routines are used. Semistructured interviews were hel…
Sustaining data use professional learning communities in schools: The role of leadership practices
Sustaining professional learning communities (PLCs) focused on data use is a challenge for schools. Sustainability is achieved by making the PLC’s core components evident in schools’ organizational routines. Leadership can support sustainability according to literature, but it is unclear what leadership for sustainability looks like in practice. We therefore investigated what sustainable data use PLCs and leadership look like in three secondary s…
Using lesson study to help mathematics teachers enhance students’ problem-solving skills with teaching through problem solving
As a central objective, problem-solving skills are important in the mathematics curricula of many countries. However, such skills tend to receive limited and rarely systematic attention in mathematics lessons, including in the Netherlands. To address this gap, the authors adopt a specific approach that defines problem solving as integral to mathematics: Teaching mathematics Through Problem solving (TTP). In Japan, teachers often learn about TTP b…
Peer-to-peer-talk in whole-classroom discussions
We observed stretches of peer-to-peer-talk during teacher-guided whole-classroom discussions aimed at sharing perspectives in Dutch Language and Literature lessons. This conversation-analytic study zooms in on how these stretches of peer-to-peer-talk emerge. Students are mainly found to respond to each other with challenges and assertions. A challenge is formulated as a wh-question - imperative, interrogative, declarative or phrasal - and is used…
‘What would you do if…?’: On asking Experience Questions within classroom discussions, with a view to making room for subjectification
In this study, we observed classroom discussions in which teachers aimed to work on subjectification. Teachers were found to ask ‘Experience Questions’, which we define as questions that prompt the recipient to disclose how he/she would act or feel in a given situation. By applying Conversation Analysis, we show that post-expansion is provoked by either 1) inviting other students to respond to the initial response; 2) inviting the same student to…
Are we jumping into a gap?” A study of the interplay between theoretical input and practical knowledge during noticing as reasoning of a lesson study team in initial teacher education
Using sociocultural discourse analysis, we examined when and how a Lesson Study team in initial teacher education integrated theoretical input with practical knowledge when reasoning about subject-specific learning by and teaching of their pupils. We found 10 reasoning sequences in which theoretical input helped student teachers externalize their practical knowledge and reflect on the relation between practical knowledge and theoretical input. Th…
Psychology (11 works) · Mathematics education (10 works) · Pedagogy (10 works) · Teacher Education and Leadership Studies (9 works) · Computer Science (8 works) · Professional development (7 works) · Lesson Study (6 works) · Innovative Teaching and Learning Methods (5 works) · Political science (5 works) · Educational Assessment and Improvement (4 works)