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This study analyses the effects of group differentiation by students' learning strategies of around 1200 students in 46 classes from eight secondary schools in the Netherlands. In an experimental setup with randomization at the class level, division of students over three groups per class (an instruction-independent group, an average group, and an instruction-dependent group) is based on learning strategies, measures using the Motivated Strategies for Learning Questionnaire (MSLQ). Each group is offered instruction fitting their own learning strategy. The results show that student performance is higher in classes where the differentiation was applied, and that these students score higher at some scales of the posttest of the questionnaire on motivation, metacognition and self-regulation. However, there are differences between classrooms from different teachers. Additional teacher questionnaires confirm the discrepancy in teacher attitudes towards the intervention.

Background: In this paper, we investigate the predictors for enrollment and success in Science, Technology, Engineering, and Mathematics (STEM) programs in higher education. We develop a sequential logit model in which students enroll in STEM education, may drop out from STEM higher education, or continue studying until they graduate in an STEM field. We use rich Dutch register data on student characteristics and high school exam grades to explain the differences in enrollment, success, and dropout rates. Results: We find that females are less likely to enroll in STEM-related fields, while students with higher high school mathematics grades are more likely to enroll in STEM. Female students have lower first-year dropout rates at university of applied sciences STEM programs. With respect to study success, we find that conditional on enrollment in STEM, women are less likely to graduate than men within the nominal duration or the nominal duration plus one additional year. However, female students do perform equally well as male students in terms of graduation within 10 years. Conclusions: We conclude that STEM programs are less popular among female students and that female students are less likely to graduate on time. However, females perform equally well in STEM higher education in the long run. For this reason, policy should be geared at increasing study success in terms of nominal graduation rates among female STEM students.

We use a randomised experiment to study the effect of offering half of 556 freshman students a learning analytics dashboard and a weekly email with a link to their dashboard, on student behaviour in the online environment and final exam performance. The dashboard shows their online progress in the learning management systems, their predicted chance of passing, their predicted grade and their online intermediate performance compared with the total cohort. The email with dashboard access, as well as dashboard use, has positive effects on student behaviour in the online environment, but no effects are found on student performance in the final exam of the programming course. However, we do find differential effects by specialisation and student characteristics.

This study evaluates the effectiveness of an intervention of formative assessments with a clicker-based technology on anxiety and academic performance. We use a randomized experiment in physics education in one school in Dutch secondary education. For treated students, the formative assessments are operationalized through quizzing at the end of each physics class, where clickers enable students to respond to questions. Control students do not receive these assessments and do not use clickers, but apart from that, the classes they attend are similar. Findings from multilevel regressions indicate that the formative assessments significantly reduce anxiety in physics and improve academic performance in physics in comparison with traditional teaching. Furthermore, a mediation effect of anxiety in physics on academic performance is observed. In sum, this implies that an easy to implement technique of formative assessments can make students feel more at ease, which contributes to better educational performance.

The importance of parental engagement for children’s outcomes is indisputable. This paper studies whether teacher perceptions regarding parental engagement, their own proficiency, and contact possibilities for parent-teacher communication, as well as school type (by socioeconomic status), teacher, student, and parental characteristics can explain differences in parental engagement and parent-teacher communication. The results show that differences in school type, teacher perceptions regarding parental engagement, teachers’ perceived own proficiency, and contact possibilities are the main reasons for differences in the extent of parental engagement and parent-teacher communication. Teacher characteristics (such as gender and experience), student, and parental characteristics do not seem to play a role. [ABSTRACT FROM AUTHOR]

We use a randomised experiment to study the effect of offering half of 556 freshman students a learning analytics dashboard and a weekly email with a link to their dashboard, on student behaviour in the online environment and final exam performance. The dashboard shows their online progress in the learning management systems, their predicted chance of passing, their predicted grade and their online intermediate performance compared with the total cohort. The email with dashboard access, as well as dashboard use, has positive effects on student behaviour in the online environment, but no effects are found on student performance in the final exam of the programming course. However, we do find differential effects by specialisation and student characteristics., Author(s): Jan Hellings [sup.1] , Carla Haelermans [sup.2] Author Affiliations: (1) grid.431204.0, 0000 0001 0685 7679, Department of Computer Science, Amsterdam University of Applied Sciences, , Wibautstraat 2-4, 1091, Amsterdam, [...]

This study investigates which subjects teachers talk about with parents in parent--teacher conferences and other contact moments, and how they communicate with regard to these subjects. Fifty-five in-depth interviews were carried out with teachers from special education schools, at-risk schools serving low socio-economic status children and mainstream primary education schools in the southern part of the Netherlands. The results illustrate that (1) two-way communication is used the most in at-risk schools, (2) teachers find it difficult to involve parents in the decision-making process concerning special care for the child, and (3) the teachers' attitude towards parents is best when it comes to difficult discussion topics. When situations are really difficult, teachers stand alongside the parents instead of addressing them from their expert role, asking them 'How can we solve this together?'. Teachers should be more aware of this quality, and not be afraid to address difficult subjects or conflicts.

This paper shows how parents' perceptions of parent-teacher relationship practices differ between different types of schools with respect to children's special needs and the socio-economic status of these children. Using a questionnaire, we compare parents' views from two special education schools, two at-risk schools serving low SES-children, and two mainstream primary education schools in the southern part of the Netherlands. The theoretical framework is based on Epstein's Model of Parental Involvement. The results illustrate that parents and teachers in special education and at-risk schools are very much accustomed to 'two-way communication', in contrast to mainstream schools, and that this is valued highly by these parents. Furthermore, teachers in special and at-risk schools are more familiar with interacting with parents, involve them more in decision-making and more often co-ordinate homework practice with parents.

This paper explored the effects of in-class-level differentiation by making innovative use of an interactive whiteboard (SMARTboard) on math proficiency. Therefore, this paper evaluates the use of SMARTboard in class, in combination with teacher training, using a randomized field experiment among 199 pre-vocational students in seventh grade in the Netherlands. During 6 weeks, students in the intervention group participated in math classes in which the SMARTboard was used to apply level differentiation. The teachers of these classes received a specific training (Technological Pedagogical and Content Knowledge [TPACK]) in using the SMARTboard in class. Control classes were taught by teachers without the training, who did not use the SMARTboard in class. The results showed that level differentiation in class, which was possible because of the efficient use of the SMARTboard, significantly increased math proficiency with 0.25 points.

Background: The effects of school socio-economic composition on student achievement growth trajectories have been a hot topic of discussion among politicians around the world for many years. However, the bulk of research investigating school socio-economic composition effects has been limited in important ways. Aims: In an attempt to overcome the flaws in earlier research on school socio-economic composition effects, this study used data from a large sample, followed students throughout primary education, addressed selection bias problems, identified the grade(s) in which school socio-economic composition mattered the most, and studied the differential effects of school socio-economic composition by individual socio-economic status (SES). Sample: In a longitudinal design with seven occasions of data collection, the authors drew on a sample of N = 3,619 students (age at T1 about 5 years, age at T7 about 12 years) from 151 primary schools in Flanders (the northern part of Belgium). Method: Students in low-, medium-, high-, and mixed-SES schools were matched using propensity scores. To compare students' achievement growth trajectories in the different school compositions, multilevel regression modelling with repeated measurements was applied. Results: The results showed that students had more positive achievement growth in high-SES as compared to low-SES and mixed-SES schools. In two of the three comparisons, students in mixed-SES schools showed the lowest math development. The negative effects of mixed-SES schools on math achievement growth were the strongest for high-SES students. Conclusions: Our findings contribute to the ongoing discussion on the effects of school socio-economic composition on student achievement growth.

This paper analyses the relationship between the public funding systems of higher education in Italy and the Netherlands and their universities' performances. Empirically, an efficiency analysis on 13 Dutch and 58 Italian public universities is conducted. The findings show that the relative efficiency of Italian and Dutch universities is strongly influenced by the policy perspective adopted. If the goal is to realise the European goals and minimise resources employed for obtaining a high number of graduates, Dutch universities turn out to be more efficient. However, Italian universities are much more efficient if the priority is to minimise the costs for a given level of activity, such as number of students.

This article examines an educational experiment with a unique combination of 3 elements: homework, the use of information and communication technology and a large degree of freedom of choice (student autonomy). More particularly, we study the effectiveness of a web-based intelligent tutoring system (ITS) that a school offers to its students as optional homework, in a sample of 355 first-year secondary students, using an experimental design. The results show that whether students make this noncompulsory homework in the web-based ITS is dependent on their prior achievement and their teacher, and if they practice, they tend to choose easier modules. Students thus do not seem to optimize learning gains, but rather balance their perceived value of practicing and their "expectancy," as found previously for regular (compulsory, non-ITS) homework. Regarding the value of choice, findings suggest that students may be poor judges of their most beneficial exercises pattern. Differentiation in ITS does not guarantee learning, unless scaffolding is tightly linked to it. In line with previous research, this research shows that practice does matter, though at varying intensities. Yet it also clarifies that motivation to make an effort is required, which adds to the lessons learned from homework research; both the perceived value and expectancy are at play and can be enhanced, for example, by teachers.

This paper explores the effect of digital differentiation on student performance using a randomized experiment. The experiment is conducted in a second year biology class among 115 prevocational students in the Netherlands. Differentiation allowed students in the treatment group to work at three different levels. The results show that there is a significant effect of digital differentiation on the posttest score. This effect is robust to adding covariates such as students' ability, grade repetition, age, gender, class and average neighborhood income. There are no differential effects when dividing students in three groups, by ability. The results imply that differentiation in large classrooms is possible and beneficial for all students, once done digitally.

This paper describes a dataset with data from three individually randomized educational technology experiments on differentiation, formative testing and feedback during one school year for a group of 8th grade students in the Netherlands, using administrative data and the online motivation questionnaire of Boekaerts. The dataset consists of pre- and posttest scores for each experiment, as well as background information on the students, such as gender, age, ability, grade repetition and neighborhood characteristics. It also includes motivation of students. The dataset, or parts of it, could be interesting to use in future studies, focusing on effects of the use of educational technology, for comparison with similar and/or slightly different experiments, and for studies such as meta-analyses or replication studies, especially given the individual experimental setup.