An exploratory study into teachers’ beliefs and experiences about allocating students

J.P.W. Sleenhof (Corresponding author), M. Koopman, M.C.G. Thurlings, D. Beijaard

    Research output: Contribution to journalArticleAcademicpeer-review

    3 Citations (Scopus)
    173 Downloads (Pure)


    This study explores teachers’ beliefs and experiences regarding the decisions they make about students during so-called allocation meetings, including the role of a number of influencing factors. Semi-structured interviews were held with 22 teachers from four schools. Teachers’ perceptions indicate that allocation decisions are often unstructured and variable due to differences within and between schools in group processes, in decision-making and in argumentation used to substantiate teacher expectations. This variety raises doubts about the fairness and quality of allocation decisions. Professional development is suggested to improve these decisions, with a focus on group processes and individual teacher expectations.

    Original languageEnglish
    Pages (from-to)94-105
    Number of pages12
    JournalTeaching and Teacher Education
    Publication statusPublished - 1 Apr 2019


    • Allocation decisions
    • Decision-making
    • Group processes
    • Secondary education
    • Teacher expectations


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