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.
| Language | English |
|---|---|
| Pages | 94-105 |
| Number of pages | 12 |
| Journal | Teaching and Teacher Education |
| Volume | 80 |
| DOIs | |
| State | Published - 1 Apr 2019 |
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Keywords
- Allocation decisions
- Decision-making
- Group processes
- Secondary education
- Teacher expectations
Cite this
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An exploratory study into teachers’ beliefs and experiences about allocating students. / Sleenhof, J.P.W. (Corresponding author); Koopman, M.; Thurlings, M.C.G.; Beijaard, D.
In: Teaching and Teacher Education, Vol. 80, 01.04.2019, p. 94-105.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - An exploratory study into teachers’ beliefs and experiences about allocating students
AU - Sleenhof,J.P.W.
AU - Koopman,M.
AU - Thurlings,M.C.G.
AU - Beijaard,D.
PY - 2019/4/1
Y1 - 2019/4/1
N2 - 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.
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.
KW - Allocation decisions
KW - Decision-making
KW - Group processes
KW - Secondary education
KW - Teacher expectations
UR - http://www.scopus.com/inward/record.url?scp=85060220147&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2019.01.007
DO - 10.1016/j.tate.2019.01.007
M3 - Article
VL - 80
SP - 94
EP - 105
JO - Teaching and Teacher Education
T2 - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
ER -