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Results of powerful learning environments in vocational education

Elly de Bruijn 18 September 2003. Results of powerful learning environments in vocational education. National context . higher education higher vocational university education (hbo)   (havo) (vwo) senior secondary general secondary

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Results of powerful learning environments in vocational education

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  1. Elly de Bruijn 18 September 2003 Results of powerful learning environments in vocational education

  2. National context higher education higher vocational university education (hbo)   (havo) (vwo) senior secondary general secondary vocational education education 2e stage (mbo) (havo & vwo)    preparatory vocational general secondary education (vmbo) education 1e stage (havo & vwo) both including basic education

  3. Some statistics 2002 (OC&W) • Mbo all: 455.000 students • Mbo school-based courses: 266.400 students • Mbo-school-based courses qualification level 3 &4 (sedoc-level 4): 208.500 students • 50.000 graduates 3&4: 22% entering hbo • upper general secondary education (havo/vwo): 183.700 students • 7% havo-graduates entering mbo 3&4; 18% of unqualified havo-outflow entering mbo 3&4; 3% mbo 1&2 • 65.500 1e years students hbo: • 40% havo-graduates and 7% vwo-graduates; 23% mbo-graduates, 21% indirect, 9% different

  4. Research problem • General terms: The relationship between concrete educational practice and student results • More specific: Which effects operational models of ‘powerful learning environments’ as put into practice in vocational education have on course results of students

  5. Research design • 11 case studies: 4 motor mechanics/garage management; 2 processing industry/operators; 5 technical infrastructure/middle management; selection at the basis of a survey • Focus on 2nd year of 4 year courses: content, program, teaching and learning process • Methodology: multiple sources of evidence, 2 researchers per case, interpretation and definitive coding by 2 researchers • Cohort of students: 200 • Course results: progress and dropout • Analysis: qualitative and quantitative (multilevel analysis - MLwin)

  6. Twofold focus on the outcomes • Descriptive: the observed educational practice in terms of the operational model of ‘powerful learning environments’; discussion of model itself in relation to the characteristics of nowadays vocational education (confronting theory and practice) • Explanatory: the relationship between the observed educational practice and student results and the impact of motivation; interpretation of the results in terms of effectiveness

  7. Characteristics of the students

  8. Ten aspects of powerfulness (1) Program (content and structure): • Developing professional identity is leading principle for selecting content: IDENTITY • Authentic/functional contexts are fun-daments of structuring content: AUTHENTIC • Thematic organized content is related to supportive subject organized content (skill training, underlying knowledge, etc) in designing learning paths: INTEGRATIVE

  9. Ten aspects of powerfulness (2) Processing / learning activities (by students): 4) Constructive learning stressing active, co-operative, explorative learning: CONSTRUCT 5) Reflective learning including articulation, integration and peer coaching: REFLECT Teaching /supporting activities (by trainers, learning material, ICT, etc): 6) Adaptive instruction and modelling: INSTRUCT

  10. Ten aspects of powerfulness (3) 7) Coaching referring to supporting/guiding explorative, co-operative learning by feedback and stimulating reflection: COACH 8) Stimulating self-directed learning by systematic and gradual transfer of regulation of learning: SELF-DIRECT Evaluation 9) Functional assessment: FUNTIONAL 10) Competence-based assessment: SITUATED

  11. TWO CONTROL VARIABLES • Accent on drilling and motivating by rules and order (as opposed to 8): DRILL • Accent on measuring and testing, drawing back on content and teaching strategies: TEST

  12. differences on powerfulness

  13. Motivation

  14. Model

  15. Effects on progress Progress = % obtained partial qualifications in 2nd year compared to total partial qualifications to obtain 34% explained differences by: • enrollment in courses on motor mechanics: positive effect. • Previous education different: positive effect; • Stimulating self-directed learning: positive effect Without motivation variables identical results

  16. Discussion • Progress and dropout are different criteria, low progress might be interpreted positive: motor mechanics high dropout rate and high progress • Aspects of powerfulness little impact or not yet implemented? • Motivation relates to previous education? • Motivation and innovating educational practice: reverse effects?

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