Nature in cities serves a multitude of purposes, one of which is that it provides citizens opportunities to recover from stressful daily urban life. Such stress recovering effects of nature can be experienced through urban green, which in urban planning and design contexts can be divided into large natural areas - urban green space - and small scale elements in urban streets: the urban greenscape. The current study aims at finding the extent to which various small scale natural elements in residential streets and their possible configurations influence citizens' preferences for those streets. The research was conducted through an online survey in four cities in the Netherlands (n = 4,956). It used stated choice methods in a virtual environment street design. The method yielded high quality data, indicating that the use of virtual environments and imagery is suitable for stated choice research in the built environment. The results show that especially trees very strongly influence preference, indicating they deserve more attention and space in cities. Grass, which is typically favored by local governments, and vertical green have the smallest effects in residential streets. Furthermore, the concept of greenscape intensity is introduced as the intensities of both the element and the configuration were found to be highly relevant. The results clearly show that the higher either of these intensities, the more likely a respondent will prefer the greenscape design. Furthermore, low intensity on the one can be compensated by high intensity on the other. With these results, urban design professionals and local governments can better trade-off the different aspects of costs versus positive effects of urban greenscape designs.
MULTIFILE
Worldwide, pupils with migrant backgrounds do not participate in school STEM subjects as successfully as their peers. Migrant pupils’ subject-specific language proficiency lags behind, which hinders participation and learning. Primary teachers experience difficulty in teaching STEM as well as promoting required language development. This study investigates how a professional development program (PDP) focusing on inclusive STEM teaching can promote teacher learning of language-promoting strategies (promoting interaction, scaffolding language and using multilingual resources). Participants were five case study teachers in multilingual schools in the Netherlands (N = 2), Sweden (N = 1) and Norway (N = 2), who taught in primary classrooms with migrant pupils. The PDP focused on three STEM units (sound, maintenance, plant growth) and language-promoting strategies. To trace teachers’ learning, three interviews were conducted with each of the five teachers (one after each unit). The teachers also filled in digital logs (one after each unit). The interviews showed positive changes in teachers’ awareness, beliefs and attitudes towards language-supporting strategies. However, changes in practice and intentions for practice were reported to a lesser extent. This study shows that a PDP can be an effective starting point for teacher learning regarding inclusive STEM teaching. It also illuminates possible enablers (e.g., fostering language awareness) or hinderers (e.g., teachers’ limited STEM knowledge) to be considered in future PDP design.
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In order to optimize collaboration between Speech and Language Therapists (SLTs) and parents of children with Developmental Language Disorders (DLD), our aim was to study what is needed for SLTs to transition from the parent-as-therapist aide model to the FCC model and optimal collaborate with parents. Chapter 2 discusses the significance of demystifying collaborative working by making explicit how collaboration works. Chapter 3 examines SLTs’ perspectives on engaging parents in parent-child interaction therapy, utilizing a secondary analysis of interview data. Chapter 4 presents a systematic review of specific strategies that therapists can employ to enhance their collaboration with parents of children with developmental disabilities. Chapter 5 explores the needs of parents in their collaborative interactions with SLTs during therapy for their children with DLD, based on semi-structured interviews. Chapter 6 reports the findings from a behavioral analysis of how SLTs currently engage with parents of children with DLD, using data from focus groups. Chapter 7 offers a general discussion on the findings of this thesis, synthesizing insights from previous chapters to propose recommendations for practice and future research.
