<%@ Language=VBScript%> <"http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> Onderzoeksteam Taal, literatuur- en kunstonderwijs --- what
Research Team in Language, Literature & Arts Education

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Research

How

We design and test learning arrangements (interventions) on learning processes, task processes and task results. If suitable, we study interaction effects between interventions and relevant learner variables.

We apply three basic models of our studies:

  1. Intervention studies
  2. Process studies
  3. Implementation studies

MODEL 1: INTERVENTION STUDIES

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EXAMPLES: LEARNING TO:
- write expository texts by learning to write hypertexts
- interpret fiction/literary texts by learning (1) to ask questions; (2) to discuss texts
- write argumentative texts on literature by learning (1) to plan texts or (2) to revise drafts
- read or write by observational learning
- read and write by establishing learners' communities
- think creative by metacognitive impulses
- understand dynamic diagrams by obervational learning of strategies
- speak a foreign language fluently
- learning to translate Latin texts in coherent Dutch

Learner variables involved:
- Writing style
- Academic aptitude
- Writing proficiency, Reading proficiency, Self efficacy, Attitudes, prior knowledge.

 

 

MODEL 2: PROCESS STUDIES

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EXAMPLES:
- Proces:
Writing processes; Product: Text quality
- Process: Reading literary texts; Product: Quality of interpretation
- Process: Creative writing; Product: Reading literary texts
- Process: Understanding dynamic diagrams; Product: knowledge
- Process: Creating visual arts; product: originality

- Process: Solving an undoable task

We base most interventions on descriptive task and learning process studies.
In these studies we investigate qualities of processes that are related to the quality of the product (text, interpretation, knowledge). We try to relate the effects of processes on products to task and learners variables. In intervention studies, we also measure processes and outcomes to extent our knowledge about relations between processes and outcomes. See model 1.

Learner variables involved:
- Academic aptitude
- Writing proficiency, Reading proficiency.
- L1 and L2 proficiency
- Writing process style (Writing Process Style Scale, Kieft & Rijlaarsdam, VanderMeulen, Van Ockenburg, Ten Peze, Thao Tran)
- Writing Apprehesion (Writing Apprehension Scale, Rijlaarsdam)
- Writing Beliefs (White & Bruning, Baayen, Ten Peze, Vandermeulen)
- Vocabulary
- Writing Efficacy (Van der Meulen, Thao Tran

Task variables involved:
- Various tasks (plural writing tasks, reading tasks, genre differences)
- L1 versus L2

 

MODEL 3: INTERVENTION STUDIES

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EXAMPLES:
- Better Writing comprehensive program (Rietdijk, Janssen, Van Weijen & Rijlaarsdam in primary education)
- Writing Education Practice in Chili (Flores Ferres, Van Weijen & Rijlaarsdam).

When implementing interventions, we also study the effect of interventions, we study the differential effect of these interventions for different characterisitcs of teachers.

Teacher variables involved

Writing beliefs
Writing instruction beliefs
Selfefficacy beliefs (domain specific, general)
Professional attitude (quality monitoring, reflection, redesign)

Methodology
Classroom observation
Time on task measures
Questionnaires
Stimulated recall interviews

For us, combining process and intervention research is a fruitful strategy. The learning arrangements in our intervention studies are designed and tested with practitioners. In these design studies, we test the effect on processes as well as on learning products, and we study the relation between process and results.