Physically active learning for children with learning disorders attending special-needs schools: A program evaluation.

Background: Physically active learning (PAL) is a potentially valuable method to stimulate academic performance and physical activity (PA) in children with learning disorders (LD) attending special-needs schools. It is yet unknown whether PAL can be successfully implemented in special-needs schools.

Aims: This study aimed to evaluate a PAL-program in special-needs schools by examining teacher's dose delivered, children's dose received, and associations of children's characteristics with dose received.

The interpersonal character of teacher expectations: The perceived teacher-student relationship as an antecedent of teachers' track recommendations.

Teacher expectations of students have long been recognized as a form of interpersonal expectations. In this study, we aimed to investigate the interpersonal character of teacher expectations by assessing 1) whether teacher expectations and the teacher-student relationship shared similar antecedents in terms of demographic characteristics of students, and 2) whether the dimensions closeness, conflict, and dependency of the teacher-student relationship were predictive of teacher expectations. Analyses were based on a large sample of 9881 students in 614 classes in the final grade of primary education.

Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education?

Background: In several tracked educational systems, realizing optimal placements in classes in the first year of secondary education depends on the accuracy of teacher expectations.

Aims: The aim of this study was to investigate between-teacher differences in their expectations regarding the academic aptitude of their students.

Sample: The sample consisted of 500 teachers (classes) who provided their expectations of 7,550 students in the final grade of Dutch primary education.