Nellie Verhoef

Exploring How Facilitators Influence Teacher Talk During Post-Research Lesson Discussions of Lesson Study

Iris Uffen, Siebrich de Vries, Sui Lin Goei, Nellie Verhoef

When teachers participate in lesson study (LS), their learning depends greatly on inquiry-oriented talk, in which they interact to understand and challenge one another’s perspectives. Previous research has shown that an LS facilitator can add value to this type of talk. In …

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Facilitating teachers’ talk about their understanding, experienced relevance and attitudes toward Lesson Study

Iris Uffen, Siebrich de Vries, Sui Lin Goei, Nellie Verhoef et autres

Purpose This study explores how Lesson Study (LS) facilitators can support teachers’ talk, within teams of novices, to encourage them to share their understanding of LS, their experienced relevance of what they intend to learn during LS and their attitudes toward LS. …

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Stay on topic: Topical (mis)alignment between lesson study research activities and its relationship with teachers’ perceived learning

Iris Uffen, Siebrich de Vries, Sui Lin Goei, Nellie Verhoef

Lesson study (LS) is a collaborative inquiry-oriented approach to teachers’ professional development. Teachers choose a research topic based on a problem they have observed in their students’ learning. During LS, teachers should ideally stay with their research topic to build on it …

Understanding teacher learning in lesson study through a cultural–historical activity theory lens

Iris Uffen, Siebrich de Vries, Sui Lin Goei, Klaas van Veen et autres

Although lesson study (LS) is widely considered a promising approach to teachers' professional development, the variation in teacher learning in LS is not yet well understood. Using a cultural–historical activity theory lens, we identify aspects of LS as a learning activity of …

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Lesson Study in secondary education

Nellie Verhoef, Fer Coenders, David Tall

This chapter reports the effects of a five-year Lesson Study programme in Dutch secondary education with a focus on students’ educational needs of sense-making of Mathematics and teacher professional development. As the teachers reported that their students often had problems understanding Mathematics, …

Facilitating in-depth teacher talk on pupil voices

Iris Uffen, Siebrich de Vries, Sui Lin Goei, Klaas van Veen et autres

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Hoe Lesson Study-begeleiders professionele dialoog in teams stimuleren: Een exploratieve studie

Iris Uffen, Siebrich de Vries, Sui Lin Goei, Nellie Verhoef et autres

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Lesson Study: professional development (PD) for beginning and experienced teachers

Fer Coenders, Nellie Verhoef

Central in this study is the professional development of beginning and experienced teachers collaborating in Lesson Study teams. Two high school teacher teams participated, a chemistry and a multidisciplinary team. Each team consisted of a beginning and an experienced teacher. Both teams …

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Combinatorial Reasoning to Solve Problems

Tom Coenen, Frits Hof, Nellie Verhoef

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Exploring facilitators’ moves and teachers’ interactions during post-research lesson conversations

Iris Uffen, Siebrichje de Vries, Sui Lin Goei, Klaas van Veen et autres

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Gespreksinterventies van begeleiders bij Lesson Study: Een explorerend onderzoek naar de rol van begeleiders bij professionele ontwikkeling

Iris Uffen, Siebrich de Vries, Sui Lin Goei, Klaas van Veen et autres

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Framing van Erdoğan in de Nederlandse media Hoe Erdoğan tussen 2001 en 2016 in de Volkskrant en de Telegraaf is geframed

Nellie Verhoef

In 2001 werd de Turkse Adalet ve Kalkinma Partisi (AKP) opgericht onder leiding van Recep Tayyip Erdogan. De partij won in 2002 de parlementsverkiezingen en is ook nu nog steeds de grootste partij, met Erdogan als de president van Turkije. Toen op …