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Developing coherent and system-wide induction programmes for beginning teachers: a handbook for policymakers

In 2010 voerde Marco Snoek de eindredactie over een beleidshandboek van de Europese Commissie rond inductieprogramma's voor beginnende leraren. Dit inductie handboek is het resultaat van een peer learning proces waarin ervaringen vanuit verschillende landen rond inductieprogramma's gedeeld zijn. Het handboek geeft handvatten voor het ontwikkelen en implementeren van (beleid gericht op) systematische inductieprogramma's voor beginnende leraren. aan de orde komen doelen, ontwerpkenmerken, condities en voorbeelden van inductieprogramma's in een aantal landen.

Prediction of word recognition in the first half of grade 1

Early detection of reading problems is important to prevent an enduring lag in reading skills. We studied the relationship between speed of word recognition (after six months of grade 1 education) and four kindergarten pre-literacy skills: letter knowledge, phonological awareness and naming speed for both digits and letters. Our sample consisted of 178 pupils divided over seven classes. In agreement with the literature, we found that all four kindergarten tests were related to speed of word recognition in grade 1. We also performed a multiple regression analysis with a set of background variables and the four kindergarten tests. The model explained 53% of the variance in speed of word recognition. However, only letter knowledge and naming speed for digits had a significant direct effect. Our conclusion is, nevertheless, that all four kindergarten tests should be used to identify children at risk for reading problems.

Progress in Reading and Spelling of Dyslexic Children is Not Affected by Executive Functioning

Although poor reading and spelling skills have been associated with weak skills of executive functioning (EF), its role in literacy is not undisputed. Because EF has different theoretical underpinnings, methods of analysis and of assessing EF, it has led to varying and often contrasting results in its effects in children with dyslexia. The present study has two goals. The first goal is to establish the relationship between a large number of EF tasks and reading and spelling skills in a large number of Dutch dyslexic children (n = 229). More interesting, however, is the second aim. To what extent do EF skills predict progress in reading and spelling in dyslexic children who attend a remediation program? The results reveal small, but significant relationships between EF and reading and spelling skills, but no relationships between EF and progress in reading and spelling. It is concluded that training EF skills is unlikely to enhance reading and spelling skills.

Post-Precarity Zine

The Institute of Network Cultures and the Learning Community Critical Making are proud to present the Post-Precarity Zine, a toolbox for beginning artists.Times have changed. The art world and the creative economy are no longer the ones we used to know. The digital economy, the pandemic, and the cuts within the cultural field are some of the many factors that influence our practices and the way artists live nowadays. While some claim that the golden eras are gone, and maybe they are, a community of young artists and thinkers meets to discuss the ways in which the narrative around art and its practices has changed and can be geared towards the future.What does it mean to be an artist today? How to survive as a cultural worker while making what you want to make? How can we use contemporary platforms to turn our anger into transformative power? What are the many strategies of organization and obstacles artists have to face nowadays for their practice to remain? By better understanding the structures of the art world and its economies, how can we counteract them and use them to our benefit and create sustainable and collective actions?It is with such questions in mind that the first Post-Precarity Precarity Autumn Camp was organized by the Institute of Network Cultures, Platform BK and Hotel Maria Kapel from September 27th until October 1st, 2021. This zine collects extracts of texts, testimonials, precious reports, summaries of our daily programs, quotes, drawings and notes from the many participants, references to relevant sources, an open letter to Dutch art academies with four demands for change, an essay on principles for post-precarity, and exercises you can do at home to recalibrate your ‘artistic biotope’. With this mumble jumble, we give you a window to our inspiring week, a toolkit, and a fragmented manifesto. We hope to inspire you with our critical reflections, optimism, and the actions taken during the Post-Precarity Autumn Camp!

E-readers are for Reading

The relationship among students' reading performance, their classroom behavior, and teacher skills

The relationship among students' reading performance, their behavior (task-focused behavior, emotional stability, and compliant behavior) in the classroom, and the teacher's skills was investigated in 66 third-grade classrooms. Results from this study showed the students' reading performance and their behavior in the classroom are all significantly interrelated. Better reading performance at the beginning of the school year goes with better behavior at the end of the school year. In turn, better behavior at the beginning of the school year goes with better reading performance at the end of the school year. The teacher can improve the behavior of the students by providing high-quality reading instruction. Some teacher skills have differential effects, however, on the various behavioral aspects. The implications for the educational practice as well as for future research are discussed.