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Heidi Knipprath

Heidi Knipprath
onderzoeksexpert
HIVA
Parkstraat 47 - bus 5300
3000 Leuven
België
lokaal: 02.13

tel: +32 16 32 04 52 of +32 16 3 23 128
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Over Heidi Knipprath

licentiaat Japanologie; master of Educational Studies; doctor in Gedrags- en Maatschappijwetenschappen 

Heidi Knipprath is onderzoeksexpert comparatief leerloopbaanonderzoek aan het HIVA KU Leuven en heeft ervaring opgedaan als onderwijssocioloog bij verschillende onderzoeksinstellingen. Volgende onderzoeksthema’s kwamen tot nu toe aan bod: (1) onderzoeksmethodologie en modelontwikkeling; (2) onderwijseffectiviteit en school feedback; (3) ongelijke onderwijskansen; (4) zittenblijven; (5) levenslang leren; (6) transitie onderwijs-arbeidsmarkt en loopbaancompetenties; (7) comparatief leerloopbaanonderzoek; (8) wereldburgerschapseducatie en (9) STEM-onderwijs.

 

 

query=user:U0052844 year:[2009 TO 2019] &institution=lirias&from=1&step=20&sort=scdate
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  • Thibaut, Lieve; Knipprath, Heidi; Dehaene, Wim; Depaepe, Fien; 2019. Teachers' Attitudes Toward Teaching Integrated STEM: the Impact of Personal Background Characteristics and School Context. International Journal of Science and Mathematics Education; 2019; Vol. 17; iss. 5; pp. 987 - 1007
    LIRIAS1984270
    beschrijving
    © 2018 Ministry of Science and Technology, Taiwan A promising approach to increase students’ motivation for science, technology, engineering, and mathematics (STEM) is integrated STEM education (iSTEM). This is an instructional approach that emphasizes the deeper connections between the STEM disciplines by involving students in design challenges centered around real-world problems. However, the successful implementation of a new instructional approach, such as iSTEM, strongly depends on teachers’ attitudes toward the innovation. Therefore, a deeper understanding of teachers’ attitudes toward teaching iSTEM is necessary. This study uses a survey method to investigate the influence of teachers’ background characteristics and school context variables on teachers’ attitudes toward teaching iSTEM. To do so, a differential approach is used. Attitudes toward five key principles for iSTEM (integration, problem-centered, inquiry-based, design-based, and cooperative learning) are examined separately to get a more in-depth and nuanced insight into the factors influencing these attitudes. Results of the multiple regression analyses show that participation in professional development is positively linked to teachers’ attitudes toward all key principles, whereas several other teacher and school context variables are positively correlated with attitudes toward one or two principles. Moreover, experience in mathematics and total years of teaching show a negative correlation with several aspects of teachers’ attitudes toward teaching iSTEM. Findings of this study are valuable, since they not only provide insight into possible barriers to the implementation of iSTEM but also suggest opportunities for overcoming these barriers.
    Publisher: Springer Verlag
    Published
  • report
    Knipprath, Heidi; Juchtmans, Goedroen; 2019. Opleiding Lesgeven aan de KU Leuven. Nulmeting..
    LIRIAS2801143
    beschrijving


    Published
  • report
    Fonteneau, Benedicte; Knipprath, Heidi; Van Ongevalle, Jan; 2019. Evaluation d’impact « Youth Engagement » - Phase 1 (2018). Rapport qualitatif – Version finale.
    LIRIAS2801130
    beschrijving


    Published
  • report
    Knipprath, Heidi; Fonteneau, benedicte; Van Ongevalle, jan; 2019. Impactevaluatie Youth Engagement. Fase 1 (2018). Kwantitatieve luik. Publisher: KU Leuven - HIVA
    LIRIAS2801131
    beschrijving


    Published
  • presentation
    Knipprath, Heidi; De Cock, Mieke; Steegen, An; 2019. Aan de slag met interdisciplinaire Teacher Design Teams (i-TDT) voor iSTEM onderwijs.
    LIRIAS2799280
    beschrijving


    Published online
  • media
    Pommée, Yorick; 2018. Ergebnisse des ersten ostbelgischen Jugendberichts jüngst in Raeren vorgestellt.
    LIRIAS2343516
    beschrijving
    http://www.ostbelgienlive.be/desktopdefault.aspx/tabid-71/211_read-55153/

    Published online
  • media
    Klever, Martin; 2018. "Et voila, das ist Ostbelgien". GrenzEcho; 2018; pp. 6 - 6
    LIRIAS2343515
    beschrijving


    Published
  • media
    Klever, Martin; 2018. Wie tickt Ostbelgiens Jugend?. GrenzEcho; 2018
    LIRIAS2343514
    beschrijving
    https://www.grenzecho.net/region/wie-tickt-ostbelgiens-jugend

    Published
  • Van Ongevalle, Jan; Fonteneau, Benedicte; Grega, Pierre; Knipprath, Heidi; Jaspers, Nancy; 2018. Evaluatie van de ontwikkelingseducatie acties gefinancierd of gecofinancierd door de Belgische ontwikkelingssamenwerking in de periode 2014-2017. Deel 1: Audiovisuele producties, korte acties, en evenementen (Fase 1) & Deel 2: Projecten en meerjarenprogramma’s (Fase 2). Publisher: FOD Buitenlandse Zaken, Buitenlandse Handel en Ontwikkelingssamenwerking
    LIRIAS2801140
    beschrijving


    Published
  • report
    Knipprath, Heidi; Van Ongevalle, Jan; Grega, Pierre; Jaspers, Nancy; 2018. Deelrapport II. Evaluatie van ontwikkelingseducatie-acties. Resultaten op basis van een bevraging onder (ex-) medewerkers van NGO’s, ENABEL en DG.
    LIRIAS2801139
    beschrijving


    Published
  • Craps, Sofie; Pinxten, Maarten; Knipprath, Heidi; Langie, Greet; 2018. Wanted: super(wo)man A study to define professional roles for future engineers by distinctive professional competences.. Proceedings of the 46th SEFI Annual Conference 2018; 2018; pp. 148 - 157 Publisher: SEFI - European Society for Engineering Education; Brussels
    LIRIAS2285893
    beschrijving
    Excellent communication skills, work independently, a big team player, fluent in English … This is just a selection of professional competences mentioned in vacancies addressed to young engineers. Unless they are super(wo)man, it is impossible for engineering students to acquire a mastery level in all professional skills. Different types of jobs are associated with different demands. The professional role is relevant for explaining the importance of soft skills. E.g., some competences are more relevant for an engineer working in maintenance than for one working with customer relations. Students who can identify their strengths and become more specialized in a professional role, increase their employability. Hence, we aim to design a validated Professional Roles Framework for Future Engineers. The framework defines three roles, independent of domain or sector: operational excellence (focus on process optimization), product leadership (focus on innovation) and customer intimacy (focus on tailored solutions). In this paper we describe the performed investigation about the key competences per role. In a two hour round table discussion, 10 expert panels of 6 to 8 engineers and HR managers reflected on the core competences of the three roles. Preliminary results indicate that professional roles can be characterized by a set of 5 to 8 specific professional competences. E.g., client focused is an important competence in the role of customer intimacy, whereas creativity is typical for product leadership or a positive critical attitude essential for operational excellence.

    Published online
  • presentation
    Knipprath, Heidi; 2018. Waarom (werk)ervaring en begeleiding zo belangrijk zijn om goesting te krijgen in loopbaanleren.
    LIRIAS2799287
    beschrijving


    Published
  • Thibaut, L; 2018. Implementing integrated STEM: teachers' attitudes, instructional practices and students' learning outcomes.
    LIRIAS1999255
    beschrijving
    Integrated STEM (iSTEM) education is a promising approach to improve students' interest and achievement in science, technology, engineering and mathematics (e.g., Honey et al., 2014; Pearson, 2017). However, implementation of this new instructional approach faces several challenges. In addition to the absence of a universally agreed-upon definition, knowledge about factors influencing the implementation of iSTEM is scarce. Moreover, conclusions about the effects of iSTEM on students' learning outcomes are conflicting. Therefore, the present dissertation aims at better understanding the definition, implementation and effectiveness of iSTEM education. Three research questions are addressed: (1) What are the essential elements of iSTEM education? (2) How do teacher-level characteristics and school context factors influence the implementation of iSTEM? and (3) What are the effects of iSTEM education on students' cognitive learning outcomes? To answer these questions, six interrelated studies are conducted. Study 1 provides an overview of the essential elements of iSTEM by proposing a theoretical framework for instructional practices, based on the results of a systematic review. This framework consists of five distinctive but related key principles: integration of STEM content, problem-centered learning, inquiry-based learning, design-based learning, and cooperative learning. All key principles are grounded within a social constructivist view on learning. The main part of this doctoral dissertation focuses on identifying factors that influence the implementation of iSTEM education. First, a questionnaire for measuring teachers' attitudes toward teaching iSTEM is created, based upon the theoretical framework derived in the first study. Results of a validation study (Study 2) show that this questionnaire is a reliable and valid instrument for measuring teachers' attitudes toward teaching iSTEM. Next, (an adapted version of) the attitudes questionnaire is used in Study 3 and Study 4 to examine factors related to teachers' attitudes toward teaching iSTEM. Teachers' background characteristics as well as school context variables are taken into account. Results of both studies show that participation in professional development and social context (i.e., the degree of collaboration between different STEM teachers in a school) are positively linked with teachers' attitudes toward teaching iSTEM. By contrast, teachers with much teaching experience or with experience in teaching mathematics, exhibit less positive attitudes toward teaching iSTEM compared to their colleagues. Subsequently, Study 5 formulates an answer to the second research question by investigating the influence of teachers' attitudes and school context on reported instructional practices in iSTEM. Findings reveal that teachers' attitudes significantly influence their instructional practices in iSTEM for all key principles. Moreover, management support and social context are important school-level factors that affect the implementation of iSTEM education. To conclude this dissertation, Study 6 examines the effect of iSTEM education on students' cognitive learning outcomes is math, physics and integrated physics/math. Results show that, when controlling for prior knowledge, there is no significant difference in students' learning outcomes between iSTEM and control classes. However, instructional practices in iSTEM do significantly influence students' achievement in integrated physics/math and math. More specifically, all key principles, except for inquiry-based learning, affect students' learning outcomes to some degree.

    Published
  • Thibaut, Lieve; Knipprath, Heidi; Dehaene, Wim; Depaepe, Fien; 2018. How school context and personal factors relate to teachers' attitudes toward teaching integrated STEM. International Journal of Technology & Design Education; 2018; Vol. 28; iss. 3; pp. 631 - 651
    LIRIAS1355302
    beschrijving
    Integrated Science, Technology, Engineering and Mathematics (STEM) education is an emerging approach to improve students’ achievement and interest in STEM disciplines. However, the implementation of integrated STEM education depends strongly on teachers’ competence, which entails, among others, teachers’ attitudes. Nonetheless, not much is known about the factors that influence teachers’ attitudes toward teaching integrated STEM. Therefore this paper uses a survey method to get insight into the relationship between three groups of variables and teachers’ attitudes toward teaching integrated STEM: teacher background characteristics, personal attitudes and school context variables. The results of the multiple regression analyses reveal three variables that are positively linked with teachers’ attitudes: professional development, personal relevance of science and social context. Moreover two variables show a negative correlation: having more than 20 years of teaching experience and experience in mathematics. The results of this study provide valuable information about factors related to teachers’ attitudes toward teaching integrated STEM. Moreover, these results can be deployed by school administrators to guide them when implementing integrated STEM education in their school.
    Publisher: Kluwer Academic Publishers
    Published
  • presentation
    Knipprath, Heidi; 2018. Wat stroomkringen, cocktails en bruggen gemeen hebben: een reflectie op de peilingen techniek.
    LIRIAS2799285
    beschrijving


    Published online
  • Verhaeghe, Jean Pierre; Vanlaar, Gudrun; Knipprath, Heidi; De Fraine, Bieke; Van Damme, Jan; 2018. Can group composition effects explain socioeconomic and ethnic achievement gaps in primary education?. Studies in Educational Evaluation; 2018; Vol. 57; pp. 6 - 15
    LIRIAS1557438
    beschrijving
    © 2017 Elsevier Ltd This study investigates whether group composition effects (GCE) can help to explain why achievement gaps encountered by low-SES students with or without migration background are not fully reduced or even widen in the course of their primary school careers. The study used data from a longitudinal study with mathematics achievement as dependent variable. Higher proportions of low-SES students with migration background were found to be associated with lower math scores at the start of Grade 1 over and above the effects of students’ individual backgrounds. But group composition was not negatively associated with learning gains. The results indicate that desegregating schools will not by itself raise low-SES minority students’ achievement levels.
    Publisher: Elsevier
    Published
  • Knipprath, Heidi; Thibaut, Lieve; Buyse, Marie-Paule; Ceuppens, Stijn; De Loof, Haydee; De Meester, Jolien; Goovaerts, Leen; Struyf, Annemie; Boeve-De Pauw, Jelle; Depaepe, Fien; Deprez, Johan; De Cock, Mieke; Hellinckx, Luc; Langie, Greet; Struyven, Katrien; Van de Velde, Didier; Van Petegem, Peter; Dehaene, Wim; 2018. STEM Education in Flanders: How STEM@school Aims to Foster STEM Literacy and a Positive Attitude towards STEM. IEEE Instrumentation & Measurement Magazine; 2018; Vol. 21; iss. 3; pp. 36 - 40
    LIRIAS1985625
    beschrijving
    © 1998-2012 IEEE. The Need for STEM Professionals We are increasingly exposed to complex societal and technological problems. Qualified Science, Technology, Engineering and Mathematics (STEM) professionals are needed to solve these problems and cope with contemporary demands such as sustainable energy and efficient healthcare [1]. It is not surprising then that the World Economic Forum's Future of Jobs Report (2016) predicted a job gain in STEM fields for the following years [2]. However, we do not only need STEM professionals who can solve these problems. We also need people with a certain level of basic STEM literacy. All citizens, even non-STEM professionals, should have the skills and competences necessary to deal with the challenges of our information-based and highly technological society [3]. STEM-literacy, i.e., the awareness of the nature of science, technology, engineering, and mathematics, and the familiarity with fundamental concepts from each discipline, should be an educational priority for all students [3], [4].
    Publisher: Institute of Electrical and Electronics Engineers
    Published
  • presentation
    Knipprath, Heidi; De Cock, Mieke; 2018. Wat auto’s, algen en sterren gemeen hebben: vijf vragen over iSTEM.
    LIRIAS2799286
    beschrijving


    Published online
  • report
    Van Ongevalle, Jan; Grega, Pierre; Fonteneau, Benedicte; Knipprath, Heidi; Jaspers, Nancy; 2018. Evaluatie van ontwikkelingseducatie-acties: TV programma’s, films en evenementen. Resultaten op basis van 11 case studies en een bevraging onder de Belgische bevolking. Tussentijdse rapportering in opdracht van de Dienst Bijzondere Evaluatie van de Belgische Ontwikkelingssamenwerking..
    LIRIAS2801136
    beschrijving


    Published
  • presentation
    Goovaerts, Leen; Thibaut, Lieve; De Meester, Jolien; Boeve-De Pauw, Jelle; Ceuppens, Stijn; De Cock, Mieke; De Loof, Haydée; Depaepe, Fien; Deprez, Johan; Hellinckx, Luc; Knipprath, Heidi; Langie, Greet; Struyf, Annemie; Struyven, Katrien; Van de Velde, Didier; Van Petegem, Peter; Dehaene, Wim; 2018. The development of a framework for integrated STEM education: Key principles and learning materials.
    LIRIAS1988766
    beschrijving


    Published online