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

J.P.W. Sleenhof; M. Koopman; M.C.G. Thurlings; D. Beijaard

doi:10.1016/j.tate.2019.01.007

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 journal › Article › Academic › peer-review

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Abstract

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 language	English
Pages (from-to)	94-105
Number of pages	12
Journal	Teaching and Teacher Education
Volume	80
DOIs	https://doi.org/10.1016/j.tate.2019.01.007
Publication status	Published - 1 Apr 2019

Funding

This work was supported by Ons Middelbaar Onderwijs (OMO), Tilburg, The Netherlands .

Keywords

Allocation decisions
Decision-making
Group processes
Secondary education
Teacher expectations

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10.1016/j.tate.2019.01.007

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AB - 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.

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

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