RESULTS OF POWERFUL LEARNING ENVIRONMENTS IN VOCATIONAL EDUCATION

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Presentation ECER 2003

University of Hamburg

Dr Elly de Bruijn (CINOP)

Dr Marianne Overmaat (University of Amsterdam)

Dr Yvonne Leeman (University of Amsterdam)

18 September 2003

CINOP / Centre for the innovation of education and training

P.O. Box 1585

NL – 5200 BP ‘s-Hertogenbosch

Phone: + 31 73 6800 814

Fax: + 31 73 6123 425

E-mail: [email protected]

Website: www.cinop.nl

RESULTS OF POWERFUL LEARNING ENVIRONMENTS IN VOCATIONAL EDUCATION

ABSTRACT

The research project focuses on the teaching and learning processes within school based vocational courses at senior secondary level in the Netherlands. The central research problem addresses the relationship between characteristics of various teaching and learning practices and course results. Eleven case studies were conducted in which a small cohort of students were observed during one year with respect to their lessons and learning activities as well as to their learning results. The concept of ‘powerful learning environments’ (De Corte, 1990) theoretically underpinned the classification of actual teaching and learning practices on several indicators of ‘powerfulness’. Progress and drop out served as indicators of course results. Also the intermediate effect of motivation aspects was included in the analysis of the relationship between the teaching and learning practise of these eleven courses and the results of the approximately 200 students who attended these courses.

SUMMARY

Aim and significance of the research project

The main aim of the research project was to clarify to which extent the concept of ‘powerful learning environments’ as put into practice in vocational education has an effect on course results of students. The theoretical significance of the research project is in that respect both descriptive and explanatory. Teaching and learning practices in vocational education are described in terms of aspects and illustrations of an operational framework of ‘powerful learning environments’ in vocational education. As a result of the research project this operational model also has been deepened and more specified because of the confrontation between theory and practice. Furthermore the research project tries to explain the relation between various characteristics of teaching and learning processes in vocational courses and results of students and the intermediated effect of motivation in this respect.

The educational significance of the research project is that object and question of research are in the central focus of policymakers and educational practice, at least in the Netherlands (but also in other European countries as a result of Lisbon Summit in 2000). Both policy strategies to strengthen vocational education and present attempts in vocational education to innovate teaching and learning processes strongly lean on the same theoretical basis as the concept of ‘powerful learning environments’ is. The constructivistic perspective on learning is dominant (see for example Bransford et al, 2000). There seems to be a synergy between theory and practice. The expectations of the effects of these innovations ran high.

Research design

The central focus is on investigating the relation between educational practice (independent variable) and students results (dependent variable) and the intermediate effect of motivation, controlled for individual students characteristics like race, gender and education level.

Eleven case studies were conducted in which a group of students of the same cohort were followed during the second year of their course. During this year lessons were observed, interviews with teachers and students were conducted, teaching material was analysed, teachers and students filled in questionnaires and student results were examined. This information was used as sources to characterize the teaching and learning practice in terms of dimension of ‘powerfulness’. For each case two researchers were involved in gathering the data, interpretation and analysis. Moreover, two (other) researchers in the end classified the eleven cases with respect to the specified dimensions of ‘powerfulness’. Indicators of students results were progress and drop out. In total some 200 students were involved. The eleven cases were selected at the basis of a survey in which dimensions of the model of powerful learning environments served as criteria. Maximum variation was the essential criterion of selection. Multilevel analysis is used in clarifying the relation between the mentioned variables.

Outcomes

At this moment (March 2003) the research project is in the final phase of analysing the data. Outcomes are not clear yet, but will be before the summer. The presentation of the research outcomes at the ECER conference will have a twofold focus:

Discussion of the various teaching and learning processes within the examined vocational courses in relation to the operational model of ‘powerful learning environments’.
Reflection on the relation between these teaching and learning practices and the student results and the impact of motivation in this respect.

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Tags: education -----------------------------------------------------------------, and education, environments, results, powerful, education, learning, vocational