The role of structure and interaction in teachers’ decision making during allocation meetings

ABSTRACT

This study focuses on teachers’ group decision making during Dutch allocation meetings. A previous interview study showed that teachers question the objectivity of decisions due to negative interaction experiences and a lack of structure during these meetings. To characterize the structure and interaction of these meetings, 33 student allocations were observed. Results showed a variety of structures and interactions, including differences in the degree to which the meetings met criteria relevant to achieving objective allocation decisions. It can be concluded that – based on the criteria of acceptance, fairness, and transparency as used in this study – allocation meetings need to be well-prepared and substantiated, to allow for every teacher’s opinion to be heard, and follow a procedure that is clear to everyone. In view of students’ future school careers, it is important to pay close attention to functional interaction and structured discussions that ensure transparent, acceptable and fair decision-making.

KEYWORDS:

• allocation decisions
• teacher interaction
• meeting structures
• objective decisions
• group decision making

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Havo = senior general secondary education, vwo = pre-university education; both tracks prepare students for higher education.

2. Mentor = the additional task of teachers to coach and guide a group of students. A mentor has specific responsibilities, such as monitoring students’ study progress and ensuring their personal wellbeing. Mentors are a student’s primary contact person to talk to in case of personal or school-related issues.

Additional information

Funding

This work was supported by Ons Middelbaar Onderwijs, Tilburg, The Netherlands.

Notes on contributors

Janneke P. W. Sleenhof

Janneke P. W. Sleenhof is a PhD student at the Eindhoven School of Education (ESoE), Eindhoven University of Technology, the Netherlands. She also works as a Dutch language teacher at Sint-Joriscollege, a secondary school in Eindhoven. Her research focuses on the quality of student allocation.

Marieke C. G. Thurlings

Marieke C. G. Thurlings works as assistant professor at Eindhoven School of Education. Her expertise lies in teacher professional development, STEM education, and systematic literature reviews.

Maaike Koopman

Maaike Koopman is an associate professor at HU University of Applied Sciences, Utrecht. She combines teaching with research projects on student learning with a focus on developing students' deep learning.

Douwe Beijaard

Douwe Beijaard is a professor emeritus of professional learning at the Eindhoven School of Education (ESoE), Eindhoven University of Technology, the Netherlands. His research includes the professional development, identity, and quality of (beginning) teachers.