Liesje Coertjens

TL;DR: In this paper, the impact of instructional development for teachers has been investigated by use of a quasi-experimental design, and the authors reveal that the influence of instruction on teachers' teaching approach being slightly different for teachers belonging to distinct disciplines.

TL;DR: In this paper, the authors present a working definition on transition and take stock of the existing empirical lines of research on the subject of students' transition into higher education, and argue that a more international perspective and studies using different methodologies (including mixed-method approaches) are fruitful to advance this field further.

TL;DR: In this article, the authors focused on the issue from a school effectiveness perspective and evaluated (a) which student characteristics predict environmental attitudes and awareness, (b) whether schools make a difference in their students' environmental attitudes, and (c) if school effects are different for students with varying levels of science ability.

TL;DR: The study makes clear that the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor overinterpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn the way they do.

TL;DR: In this paper, the authors explored whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education and found that these effects remain even after controlling for the influence of background variables.