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‘Picturing’ instruction: an exploration of higher education students’ knowledge of instruction KU Leuven
Especially in higher education – but true for any setting – what students do within a learning environment determines their learning outcomes. Given that they regulate their own learning, students do not always act in accordance with the instructions and intentions of the designed learning environment, which in turn has implications for their learning and achievement. To better understand this phenomenon, a variety of research examined factors ...
Anxiety about Mathematics and Reading in Preadolescents Is Domain-Specific KU Leuven
It was investigated whether test anxiety (TA), mathematics anxiety (MA), and reading anxiety (RA) can be traced back to some type of general academic anxiety or whether these are separable. A total of 776 fifth graders (Mage = 10.9 years) completed questionnaires on TA, MA, and RA, as well as a mathematics test. Also, mathematics and reading performance results from the National Tracking System were requested. The sample was randomly split into ...
Looking for the i in CLIL: A literature review on the implementation of dual focus in both subject and language classrooms KU Leuven
In the acronym CLIL, the “i” refers to the integration of both content and language objectives, also referred to as “dual focus”. In order to realise this dual focus at least three aspects need consideration: agreeing on the meaning of dual focus, making explicit how teachers can collaborate to achieve it in their classes, and examining what content and language can be covered to enact dual focus (Halbach, 2014). Contrary to the unquestioned ...
Future preschool teachers' mathematical questions during shared book reading KU Leuven
Recent studies demonstrated that the adult-preschooler interaction during shared book reading (SBR) contributes to its effectiveness (Mol et al., 2008). The level of abstraction, or complexity, of the mathematical questions adults formulate during SBR serves as an indicator of the interaction quality. We aimed to investigate the chance of spontaneously formulating a mathematical question and the level of abstraction of the mathematical questions ...