This study examined the (1) effects of a supportive program (i.e., induction arrangement) on begi... more This study examined the (1) effects of a supportive program (i.e., induction arrangement) on beginning teachers’ (BTs’) psychological processes after a period of 1 year and (2) psychological paths of influence of the arrangement. Participants (56 Dutch secondary schools with 143 BTs) were randomly allocated to two conditions. Experimental schools provided a carefully developed and implemented induction arrangement to their BTs. Control schools followed their regular (induction) arrangements. BTs perceived stress causes, self-efficacy, and job strain were measured with a pre-test post-test design. Condition effects were examined by means of independent sample t tests. The perception of the provided support was measured, and its psychological path of influence was investigated by conducting standard multiple regression analyses. BTs in the experimental condition indicated that they (1) received more support, (2) experienced fewer stress causes (i.e., lack of learning opportunities and lack of regulating possibilities), and (3) experienced more self-efficacy in the classroom at the end of the school year. Furthermore, fewer BTs left the experimental schools after 1 year. Reducing BTs’ workload and supporting their professional development are the most influential induction arrangement elements provided in this study. Providing carefully developed and implemented induction arrangements may soften the harshness of the context in which BTs operate, by decreasing their perceived stress causes and increasing their level of self-efficacy in the classroom. This, in turn, could positively affect BTs’ decision to stay in the teaching profession and might, therefore, add to a solution to the teacher shortage problem.
European Journal of Psychological Assessment, 1995
The question is raised whether instruments used for cognitive assessment in educational settings ... more The question is raised whether instruments used for cognitive assessment in educational settings such as school achievement tests and intelligence tests are adequate for a multicultural society. Empirical studies often show that migrant pupils score consistently lower on these tests than native pupils. Various factors are discussed that can challenge the equivalence (and hence, the comparability) of the test scores obtained in these groups such as intergroup differences in verbal skills, in cultural values and norms, and in test-wiseness. Commonly applied remedies to enhance the suitability of cognitive tests are discussed: adaptation of existing tests, the use of different norms, statistical and linguistic procedures to correct for item bias, and the development of new tests. Conclusions and implications are discussed.
Page 1. Stappen langs het water Van schip naar school met het onderwijsleerpakket voor varende ... more Page 1. Stappen langs het water Van schip naar school met het onderwijsleerpakket voor varende kleuters JL de Jong-Heeringa M. Helms-Lorenz Page 2. GION Gronings Instituut voor Onderzoek van Onderwijs Rijksuniversiteit Groningen Postbus 1286 9701 BG Groningen ...
Please check the document version of this publication: • A submitted manuscript is the version of... more Please check the document version of this publication: • A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences between the submitted version and the official published version of record. People interested in the research are advised to contact the author for the final version of the publication, or visit the DOI to the publisher's website. • The final author version and the galley proof are versions of the publication after peer review. • The final published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any pu...
This study examined the (1) effects of a supportive program (i.e., induction arrangement) on begi... more This study examined the (1) effects of a supportive program (i.e., induction arrangement) on beginning teachers’ (BTs’) psychological processes after a period of 1 year and (2) psychological paths of influence of the arrangement. Participants (56 Dutch secondary schools with 143 BTs) were randomly allocated to two conditions. Experimental schools provided a carefully developed and implemented induction arrangement to their BTs. Control schools followed their regular (induction) arrangements. BTs perceived stress causes, self-efficacy, and job strain were measured with a pre-test post-test design. Condition effects were examined by means of independent sample t tests. The perception of the provided support was measured, and its psychological path of influence was investigated by conducting standard multiple regression analyses. BTs in the experimental condition indicated that they (1) received more support, (2) experienced fewer stress causes (i.e., lack of learning opportunities and lack of regulating possibilities), and (3) experienced more self-efficacy in the classroom at the end of the school year. Furthermore, fewer BTs left the experimental schools after 1 year. Reducing BTs’ workload and supporting their professional development are the most influential induction arrangement elements provided in this study. Providing carefully developed and implemented induction arrangements may soften the harshness of the context in which BTs operate, by decreasing their perceived stress causes and increasing their level of self-efficacy in the classroom. This, in turn, could positively affect BTs’ decision to stay in the teaching profession and might, therefore, add to a solution to the teacher shortage problem.
European Journal of Psychological Assessment, 1995
The question is raised whether instruments used for cognitive assessment in educational settings ... more The question is raised whether instruments used for cognitive assessment in educational settings such as school achievement tests and intelligence tests are adequate for a multicultural society. Empirical studies often show that migrant pupils score consistently lower on these tests than native pupils. Various factors are discussed that can challenge the equivalence (and hence, the comparability) of the test scores obtained in these groups such as intergroup differences in verbal skills, in cultural values and norms, and in test-wiseness. Commonly applied remedies to enhance the suitability of cognitive tests are discussed: adaptation of existing tests, the use of different norms, statistical and linguistic procedures to correct for item bias, and the development of new tests. Conclusions and implications are discussed.
Page 1. Stappen langs het water Van schip naar school met het onderwijsleerpakket voor varende ... more Page 1. Stappen langs het water Van schip naar school met het onderwijsleerpakket voor varende kleuters JL de Jong-Heeringa M. Helms-Lorenz Page 2. GION Gronings Instituut voor Onderzoek van Onderwijs Rijksuniversiteit Groningen Postbus 1286 9701 BG Groningen ...
Please check the document version of this publication: • A submitted manuscript is the version of... more Please check the document version of this publication: • A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences between the submitted version and the official published version of record. People interested in the research are advised to contact the author for the final version of the publication, or visit the DOI to the publisher's website. • The final author version and the galley proof are versions of the publication after peer review. • The final published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any pu...
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