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.

摘要

本研究侧重于荷兰分配会议期间教师的群体决策。之前的一项访谈研究表明，由于负面的互动体验和会议期间缺乏结构，教师质疑决策的客观性。为了描述这些会议的结构和互动，观察了 33 名学生分配情况。结果显示了各种结构和相互作用，包括会议满足与实现客观分配决策相关的标准的程度差异。可以得出结论，根据本研究中使用的接受度、公平性和透明度标准，分配会议需要充分准备和证实，以让每位教师的意见都能被听取，并遵循以下程序：每个人都清楚。