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    Onderwijskrant Vlaanderen
    Vernieuwen: ja, maar in continuïteit!
    09-01-2018
    Klik hier om een link te hebben waarmee u dit artikel later terug kunt lezen.50 jaar onderzoek & sterke Vlaamse onderwijstraditie wijzen op succes van directe/expliciete instructie, maar in Vlaanderen pleiten VLOR-advies eindtermen, ZILL-onderwijsvisie katholiek onderwijs, enz. voor radicale perspectiefwisseling: ontdekkend, ont

    50 jaar onderzoek  & sterke Vlaamse onderwijstraditie wijzen op succes van directe/expliciete instructie, maar in Vlaanderen pleiten VLOR-advies eindtermen, ZILL-onderwijsvisie katholiek onderwijs, enz. voor  radicale perspectiefwisseling: ontdekkend, ontwikkelend leren, leraar als coach 


    The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research

    Conclusie: All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes. Genegeerd door vernieuwingsestablishment!

    Reactie van prof. Wim Van den Broeck:
    Wat heeft het Vlaams onderwijs nog meer nodig om te weten wat haar te doen staat? Of wil het liever ideologisch blijven aanmodderen?

    Reactie: in de 7 recente rapporten over de toekomst van het Vlaams onderwijs en over de nieuwe eindtermen, wordt nooit gewezen op de effectiviteit van directe/expliciete instructie Ook in de VLOR-advies over nieuwe eindtermen, de ZILL- onderwijsvisie van het katholiek onderwijs, in de meeste nascholingen , ... wordt gepleit voor "perspectiefwisseling: ontdekkend, ontwikkelend ... leren." Precies daarom vrezen we dat de nieuwe leerplannen tot een verdere niveaudaling zullen leiden.

    Jean Stockard, Timothy W. Wood, Cristy Coughlin, ...

    Abstract
    Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs and almost 4,000 effects.

    Results are reported for the total set and subareas regarding reading, math, language, spelling, and multiple or other academic subjects; ability measures; affective outcomes; teacher and parent views; and single-subject designs.

    All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes.

    Effects showed little decline during maintenance, and effects for academic subjects were greater when students had more exposure to the programs.

    Estimated effects were educationally significant, moderate to large when using the traditional psychological benchmarks, and similar in magnitude to effect sizes that reflect performance gaps between more and less advantaged students.

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