Jean Pierre Verhaeghe

Bio: Jean Pierre Verhaeghe is an academic researcher from Katholieke Universiteit Leuven. The author has contributed to research in topics: Primary education & Reading comprehension. The author has an hindex of 8, co-authored 23 publications receiving 445 citations. Previous affiliations of Jean Pierre Verhaeghe include Ghent University.

The Well-Being of Teachers in Flanders: The Importance of a Supportive School Culture.

Abstract: Research on the well‐being of teachers was conducted at the request of the Department of Education in Flanders, Belgium. The goals were: (1) to construct an instrument for the Education Inspectorate; and (2) to conduct a survey in order to identify school‐related conditions relevant for teachers’ professional well‐being. Based on literature and panel discussions with teachers and principals, a questionnaire was constructed, tested and subdivided in subscales following a factor analysis. The questionnaire was administered to a representative sample of elementary (covering both nursery and primary schools, children aged 3–12) and secondary school teachers. A multilevel analysis reveals how differences in scores can be explained at school level.

Effects of Explicit Reading Strategies Instruction and Peer Tutoring on Second and Fifth Graders' Reading Comprehension and Self-Efficacy Perceptions

Abstract: The authors evaluated the effectiveness of explicit reading comprehension strategies instruction, followed by practice in teacher-led whole-class activities (STRAT), reciprocal same-age (STRAT + SA) peer-tutoring activities, or cross-age peer-tutoring activities (STRAT + CA) on 2nd and 5th graders' reading comprehension and self-efficacy perceptions. For 2nd graders, multilevel analyses revealed significant STRAT and STRAT + CA effects; however, the effects did not last after finishing the program. Fifth graders in all 3 experimental conditions performed significantly better on the posttest than their control group peers. Results also showed continued growth for the STRAT and STRAT + CA conditions until at least 6 months after students finished the program. Moreover, on both the posttest and retention test, 5th graders in the STRAT + CA condition reported significantly fewer negative thoughts related to their reading proficiency.

The Influence of Competences and Support on School Performance Feedback Use.

Abstract: Information‐rich environments are created to promote data use in schools for the purpose of self‐evaluation and quality assurance. However, providing feedback does not guarantee that schools will actually put it to use. One of the main stumbling blocks relates to the interpretation and diagnosis of the information. This study examines the relationship between data literacy competences, support given in interpreting the information, actual use of the feedback and potential school improvement effect. A randomised field experiment with 188 school principals from primary education was set up and a post‐test was used to investigate the effects of a support initiative. The results revealed that a minority of schools invested significantly in the interpretation and diagnosis of the school performance feedback (SPF), despite the fact that most of the respondents showed an interest in the SPF report. In addition, data competence support and the subsequent use of feedback were found to be limited.

Out of the Crisis

Abstract: According to W. Edwards Deming, American companies require nothing less than a transformation of management style and of governmental relations with industry. In Out of the Crisis, originally published in 1982, Deming offers a theory of management based on his famous 14 Points for Management. Management's failure to plan for the future, he claims, brings about loss of market, which brings about loss of jobs. Management must be judged not only by the quarterly dividend, but by innovative plans to stay in business, protect investment, ensure future dividends, and provide more jobs through improved product and service. In simple, direct language, he explains the principles of management transformation and how to apply them.

Reviewing the evidence on how teacher professional development affects student achievement

Abstract: Summary Of the more than 1,300 studies identi-fied as potentially addressing the effect of teacher professional development on student achievement in three key con-tent areas, nine meet What Works Clear-inghouse evidence standards, attesting to the paucity of rigorous studies that directly examine this link. This report finds that teachers who receive sub-stantial professional development—an average of 49 hours in the nine studies—can boost their students’ achievement by about 21 percentile points. How does teacher professional development affect student achievement? The connection seems intuitive. But demonstrating it is difficult. Examining more than 1,300 studies identified as potentially addressing the effect of teacher professional development on student achieve-ment in three key content areas, this report finds nine that meet What Works Clearing-house evidence standards. That only nine meet standards attests to the paucity of rigorous studies that directly assess the effect of in-service teacher professional development on student achievement in mathematics, science, and reading and English/language arts.But the results of those studies—that average control group students would have increased their achievement by 21 percentile points if their teacher had received substantial profes-sional development—indicates that provid-ing professional development to teachers had a moderate effect on student achievement across the nine studies. The effect size was fairly consistent across the three content areas reviewed. All nine studies focused on elementary school teachers and their students. About half fo-cused on lower elementary grades (kindergar-ten and first grade), and about half on upper elementary grades (fourth and fifth grades).Six studies were published in peer-reviewed journals; three were unpublished doctoral dissertations. The studies were not particularly recent, ranging from 1986 to 2003.Five studies were randomized controlled trials that meet evidence standards without reserva-tions. Four studies meet evidence standards with reservations (one randomized controlled trial with group equivalence problems and three quasi-experimental designs).Four focused on student achievement in read-ing and English/language arts—unsurprising given the large literature in this content area. Two studies focused on mathemat-ics, two on mathematics and reading and

Educational effectiveness research (EER): a state-of-the-art review

Abstract: Research and scholarship into educational effectiveness research (EER) is comprehensively reviewed from the UK, The Netherlands, the US, Cyprus, Belgium, Sweden, France, Germany, New Zealand, Australia, and other societies, dating from the field’s origins in the 1970s. Issues include its history, methodological and theoretical advances, scientific properties of school effects, processes at school and classroom level behind these effects, the somewhat limited translation of findings into policy and practice across the world, and future directions for research and practice in EER and for all of the discipline more generally. Future research needs are argued to be a further concentration upon teaching/teachers, more longitudinal studies, more work on possible context specificity, exploration of the cross-level transactions between schools and their teachers/classrooms, the adoption of “efficiency” as well as “effectiveness” as outcome measures, and a renewed focus upon the education of the disadvantaged, the original focus of our discipline when it began.

Cooperative Integrated Reading and Composition: Two Field Experiments. Report No. 10.

Abstract: TWO STUDIES were conducted to evaluate a comprehensive cooperative learning approach to elementary reading and writing instruction: Cooperative Integrated Reading and Composition (CIRC). In CIRC, thirdand fourth-grade students worked in heterogeneous learning teams for all reading, language arts, and writing activities. In reading, students worked with partners during follow-up times on partner reading, decoding, story structure, prediction, and story summary activities related to the basal stories. Students also received direct instruction on comprehension and metacomprehension activities, followed by team practice. In writing and language arts, students used a process approach to writing, and participated in peer conferences during planning, revising, and editing stages of the process. Students also received direct instruction followed by team practice on language mechanics and language expression activities, which were integrated with the students' writing activities. The authors found significant effects in favor of the CIRC students on standardized measures of reading comprehension, reading vocabulary, language mechanics, language expression, and spelling. The CIRC students also performed better on writing sample and oral reading measures.