Trynke Keuning

Maastricht University, Faculty of Health Medicine and Life sciences, Educational development and research, Post-Doc

University of Twente, Research Methodology, Measurement and Data Analysis, Graduate Student

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Judith L Green

University of California, Santa Barbara

E. Wayne Ross

University of British Columbia

Armando Marques-Guedes

UNL - New University of Lisbon

Kati (Katalin) Prajda

University of Vienna

Andrew W Wilkins

Goldsmiths, University of London

Johannes Preiser-Kapeller

Austrian Academy of Sciences

James McLeskey

University of Florida

Patrick Blessinger

St. John's University

Paolo Carta

University of Trento

Peixin Dong

Hokkaido University

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Papers by Trynke Keuning

Differentiated Teaching With Adaptive Learning Systems and Teacher Dashboards: The Teacher Still Matters Most

IEEE Transactions on Learning Technologies, Apr 1, 2021

Although many schools in the Netherlands have purchased adaptive learning systems (ALSs) to reduc... more Although many schools in the Netherlands have purchased adaptive learning systems (ALSs) to reduce workload and improve differentiated instruction, the use of ALSs with teacher dashboards in the classroom does not in itself necessarily improve differentiated instruction. The question is, what skills and knowledge do teachers need to provide differentiated instruction with the help of ALSs with teacher dashboards and how does this differ from a context in which such technologies are not used? By means of a cognitive task analysis (CTA), consisting of classroom observations, interviews and several expert meetings, teachers' skills and knowledge necessary for providing differentiated instruction when using teacher dashboards and ALSs were disentangled. These findings were and compared with the skills and knowledge needed by teachers providing differentiated instruction without these tools. Results show that teachers' dashboards can support teachers when providing differentiated instruction by providing up-to-date information about students' progress. Nevertheless, coping with the new information provided on the dashboards also requires new skills and knowledge such as interpreting information from the dashboard and understanding how the information in the ALS is calculated. Although there are some differences, the core principles of differentiated instruction-1) being goal-oriented, 2) continually monitoring, 3) adapting instruction and assignments, 4) being ambitious, 5) stimulating students' self-regulation-are critical for high-quality differentiated instruction regardless of the available tools in the classroom.

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Assessing and Validating Effects of a Data‐Based Decision‐Making Intervention on Student Growth for Mathematics and Spelling

Journal of Educational Measurement, Dec 1, 2019

Data-based decision making (DBDM) is presumed to improve student performance in elementary school... more Data-based decision making (DBDM) is presumed to improve student performance in elementary schools in all subjects. The majority of studies in which DBDM effects have been evaluated have focused on mathematics. A hierarchical multiple single-subject design was used to measure effects of a 2-year training, in which entire school teams learned how to implement and sustain DBDM, in 39 elementary schools. In a multilevel modeling approach, student achievement in mathematics and spelling was analyzed to broaden our understanding of the effects of DBDM interventions. Student achievement data covering the period from August 2010 to July 2014 were retrieved from schools' student monitoring systems. Student performance on standardized tests was scored on a vertical ability scale per subject for Grades 1 to 6. To investigate intervention effects, linear mixed effect analysis was conducted. Findings revealed a positive intervention effect for both mathematics and spelling. Furthermore, low-SES students and low-SES schools benefitted most from the intervention for mathematics. Throughout the past decade, policy makers around the globe have increasingly emphasized the use of data in education to enhance student achievement . As a result, the number of reform initiatives aimed at promoting "data-based decision making" (DBDM) or "data-driven decision making" (DDDM) have increased rapidly (e.g.

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Improving primary school teachers’ differentiated instruction: effects of a professional development trajectory

The Effects of a Schoolwide Data-Based Decision Making Intervention on Primary Schools’ Student Achievement Growth for Mathematics and Spelling

Around the world, during the last decade policy makers increasingly emphasize the use of data in ... more Around the world, during the last decade policy makers increasingly emphasize the use of data in education to enhance student achievement Schildkamp, Ehren, & Lai, 2012). As a result, the number of reform initiatives to promote 'data-based decision making' (DBDM) or 'data-driven decision making' (DDDM) has increased rapidly (e.g.

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Improving differentiated instruction by means of cognitive feedback

Ontwikkeling van een assessmentinstrument gedifferentieerd lesgeven

Analyse van ‘differentiëren’ als complexe vaardigheid

Design and implement a training to improve differentiated instruction for teachers in primary education

The Impact of a Data-Based Decision Making Intervention on Educators’ Data Literacy

The Effects of a Schoolwide Data-Based Decision Making Intervention on Student Achievement in Primary Schools

The development of teaching quality during a DBDM intervention

Een verklaring voor differentiële effecten van het Focus-project: een training ‘Opbrengstgericht Werken’

De Onderwijsinspectie leert: Differentiëren: wat is het en hoe kun je het goed beoordelen?

Als onderdeel van de academische werkplaats ‘Kwaliteit in de klas’ doet de Universiteit Twente (s... more Als onderdeel van de academische werkplaats ‘Kwaliteit in de klas’ doet de Universiteit Twente (samen met de Universiteit Maastricht, lerarenopleidingen en scholen) onderzoek naar differentieren, een complexe leraarvaardigheid, waarvan bekend is dat leraren er moeite mee hebben. Dit blijkt bijvoorbeeld uit onderzoeken van de inspectie naar hoe starters hun werk ervaren en uit de onderwijsverslagen. Maar differentieren is niet alleen lastig om aan te leren en te doen, het blijkt ook ontzettend moeilijk om het goed te beoordelen. In ons onderzoek hebben we differentieren uitgebreid in kaart gebracht. Deze inzichten worden enerzijds gebruikt voor professionalisering van leraren, en anderzijds voor het verbeteren van het toezicht door de inspectie

Development of Schools’ Data Culture during a School-Wide Data-Based Decision Making Intervention

Data-use for differentiated instruction: the influence of adaptive software

Het effect van een training opbrengstgericht werken op spelling- en rekenprestaties van leerlingen in het basisonderwijs

Differentiëren bij rekenen: een cognitieve taakanalyse van het denken en handelen van basisschoolleerkrachten

Pedagogische Studien, 2017

Onderzoek naar differentiatie in het basisonderwijs is vaak gericht op verschillende soorten aanp... more Onderzoek naar differentiatie in het basisonderwijs is vaak gericht op verschillende soorten aanpakken of strategieën om om te gaan met verschillen, zoals verschillende groeperingsvormen of het toepassen van cooperatieve werkvormen. Een duidelijk beeld van de vereiste leerkrachtvaardigheden, met bijbehorende kennis en attitudes, ontbreekt, waardoor leerkrachten niet systematisch geschoold kunnen worden in deze complexe vaardigheid. In deze studie is daarom met een cognitieve taakanalyse (CTA) in kaart gebracht uit welke vaardigheden de complexe taak 'differentiëren bij rekenen' bestaat. Door middel van een iteratief proces, waarin resultaten van observaties, interviews en een expertmeeting met leerkrachten gecombineerd werden met informatie uit een expertmeeting met overige inhoudsdeskundigen, is een vaardighedenhiërarchie opgesteld. Hierin wordt weergegeven wat de samenhang is tussen samenstellende vaardigheden, gedurende vier differentiatiefasen. Bovendien is daarbij vastgesteld welke kennis nodig is om goed te kunnen differentiëren en welke factoren de complexiteit van differentiëren reduceren dan wel vergroten. Deze studie toont aan hoe een CTA kan worden ingezet voor het onderzoeken van het handelen en denken van leerkrachten. De opgedane inzichten zijn een waardevolle aanvulling op wat tot nu bekend was over differentiëren en bieden een sterke basis voor het ontwikkelen van professionaliseringstrajecten gericht op het verbeteren van differentiëren. Kernwoorden: differentiëren, cognitieve taakanalyse, basisonderwijs, rekenonderwijs

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Changes in Educational Leadership During A Data-Based Decision Making Intervention

Leadership and Policy in Schools, Jul 27, 2018

School leaders are assumed to be important for the implementation of data-based decision making (... more School leaders are assumed to be important for the implementation of data-based decision making (DBDM), but little is known about changes in leadership during this implementation. Educational leadership was measured before, during, and after a two-year, school-wide DBDM intervention in 96 primary schools. Advanced analysis techniques were applied: educational leadership was classified based on multilevel latent class analysis, changes were modeled using multi-state modeling. Results indicate that leadership was stable (44%) or improved (40%) during DBDM implementation. Stability was primarily found for schools with initial high leadership for DBDM, whereas improvement was most likely in schools with lower initial leadership

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How teachers develop skills for implementing differentiated instruction: Helpful and hindering factors

Teaching and Teacher Education: Leadership and Professional Development

By administering a self-assessment survey among 288 primary school teachers, we gained detailed i... more By administering a self-assessment survey among 288 primary school teachers, we gained detailed insight into the implementation of strategies for differentiated instruction (DI) in mathematics. Besides implementation, we asked about the relative difficulty of each DI strategy, and about the factors helpful and hindering for the development of skills for implementing DI. The findings from the current study are in line with previous research, and provide additional and more detailed insights. Beginning teachers indicate their implementation of DI significantly lower than teachers with more than three years of experience. Strategies that are reported to be implemented more often, are also more often regarded easy to learn. Next to gaining experience and sufficient time for DI, an important factor for developing DI skills seems to lie in the community of practice within schools.

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