Publication

Individual differences in teacher development: An exploration of the applicability of a stage model to assess individual teachers

van der Lans, R. M., van de Grift, W. J. C. M. & van Veen, K., Aug-2017, In : Learning and Individual Differences. 58, p. 46-55 10 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

van der Lans, R. M., van de Grift, W. J. C. M., & van Veen, K. (2017). Individual differences in teacher development: An exploration of the applicability of a stage model to assess individual teachers. Learning and Individual Differences, 58, 46-55. https://doi.org/10.1016/j.lindif.2017.07.007

Author

van der Lans, Rikkert M. ; van de Grift, Wim J.C.M. ; van Veen, Klaas. / Individual differences in teacher development : An exploration of the applicability of a stage model to assess individual teachers. In: Learning and Individual Differences. 2017 ; Vol. 58. pp. 46-55.

Harvard

van der Lans, RM, van de Grift, WJCM & van Veen, K 2017, 'Individual differences in teacher development: An exploration of the applicability of a stage model to assess individual teachers', Learning and Individual Differences, vol. 58, pp. 46-55. https://doi.org/10.1016/j.lindif.2017.07.007

Standard

Individual differences in teacher development : An exploration of the applicability of a stage model to assess individual teachers. / van der Lans, Rikkert M.; van de Grift, Wim J.C.M.; van Veen, Klaas.

In: Learning and Individual Differences, Vol. 58, 08.2017, p. 46-55.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

van der Lans RM, van de Grift WJCM, van Veen K. Individual differences in teacher development: An exploration of the applicability of a stage model to assess individual teachers. Learning and Individual Differences. 2017 Aug;58:46-55. https://doi.org/10.1016/j.lindif.2017.07.007


BibTeX

@article{d8077de2d32e471bbb748a1b101262ab,
title = "Individual differences in teacher development: An exploration of the applicability of a stage model to assess individual teachers",
abstract = "Researchers have recently become interested in exploring cumulative order in teachers’ use of teaching practices, which they argue may reflect stages in teacher development. However, to validly apply stage models to individuals, it is necessary to determine whether all teachers fit the stage order. This study explores whether and in how many lessons observed teaching practices do not fit the stage order and whether misfit is typical to certain teachers, which would indicate individual differences. The sample consists of 198 classroom observations of 69 teachers (two to four lessons for each teacher). Using person-fit methods, the study shows that 17{\%} of the 198 observed lessons substantially misfit the stage order but that misfit is not characteristic to specific teachers, suggesting that it is incidental. Removing the occasional misfitting lessons allows the stage model to provide an appropriate description of teaching skill.",
keywords = "individual differences, Teacher development, teaching effectiveness, teacher evaluation, stage model, person fit statistics, Rasch model, PROFESSIONAL-DEVELOPMENT, CLASSROOM OBSERVATIONS, EVALUATION INSTRUMENT, INSTRUCTION, ACHIEVEMENT, CONCEPTUALIZATION, FEEDBACK, CRITERIA, OUTCOMES, SCHOOLS",
author = "{van der Lans}, {Rikkert M.} and {van de Grift}, {Wim J.C.M.} and {van Veen}, Klaas",
year = "2017",
month = "8",
doi = "10.1016/j.lindif.2017.07.007",
language = "English",
volume = "58",
pages = "46--55",
journal = "Learning and Individual Differences",
issn = "1041-6080",
publisher = "ELSEVIER SCIENCE BV",

}

RIS

TY - JOUR

T1 - Individual differences in teacher development

T2 - An exploration of the applicability of a stage model to assess individual teachers

AU - van der Lans, Rikkert M.

AU - van de Grift, Wim J.C.M.

AU - van Veen, Klaas

PY - 2017/8

Y1 - 2017/8

N2 - Researchers have recently become interested in exploring cumulative order in teachers’ use of teaching practices, which they argue may reflect stages in teacher development. However, to validly apply stage models to individuals, it is necessary to determine whether all teachers fit the stage order. This study explores whether and in how many lessons observed teaching practices do not fit the stage order and whether misfit is typical to certain teachers, which would indicate individual differences. The sample consists of 198 classroom observations of 69 teachers (two to four lessons for each teacher). Using person-fit methods, the study shows that 17% of the 198 observed lessons substantially misfit the stage order but that misfit is not characteristic to specific teachers, suggesting that it is incidental. Removing the occasional misfitting lessons allows the stage model to provide an appropriate description of teaching skill.

AB - Researchers have recently become interested in exploring cumulative order in teachers’ use of teaching practices, which they argue may reflect stages in teacher development. However, to validly apply stage models to individuals, it is necessary to determine whether all teachers fit the stage order. This study explores whether and in how many lessons observed teaching practices do not fit the stage order and whether misfit is typical to certain teachers, which would indicate individual differences. The sample consists of 198 classroom observations of 69 teachers (two to four lessons for each teacher). Using person-fit methods, the study shows that 17% of the 198 observed lessons substantially misfit the stage order but that misfit is not characteristic to specific teachers, suggesting that it is incidental. Removing the occasional misfitting lessons allows the stage model to provide an appropriate description of teaching skill.

KW - individual differences

KW - Teacher development

KW - teaching effectiveness

KW - teacher evaluation

KW - stage model

KW - person fit statistics

KW - Rasch model

KW - PROFESSIONAL-DEVELOPMENT

KW - CLASSROOM OBSERVATIONS

KW - EVALUATION INSTRUMENT

KW - INSTRUCTION

KW - ACHIEVEMENT

KW - CONCEPTUALIZATION

KW - FEEDBACK

KW - CRITERIA

KW - OUTCOMES

KW - SCHOOLS

U2 - 10.1016/j.lindif.2017.07.007

DO - 10.1016/j.lindif.2017.07.007

M3 - Article

VL - 58

SP - 46

EP - 55

JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

ER -

ID: 46033031