Primary school teachers can enhance their teaching and provide inclusive education by using their students' cultural knowledge. Cultural knowledge, however, is a broad term and is often used as an abstract concept. To make this more concrete, we identified, organized, and categorized the concept of cultural knowledge through a scoping review. A literature search was conducted in five databases, and we included 84 studies. We identified twelve domains related to the students themselves, their families, and their communities. For example, students' ethnic background, families' home characteristics, and cultural identity. By concretizing the domains, schools and teachers can delve into the cultural knowledge of students and enrich their teaching in multicultural settings. Additionally, this research contributes to a conceptual understanding of cultural knowledge, providing a foundation for further research and practical application in educational settings to improve teaching strategies in multicultural settings.
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Mathematics teacher educators in primary teacher education need expert knowledge and skills in teaching in primary school, in subject matter and research. Most starting mathematics teacher educators possess only part of this knowledge and skills. A professional development trajectory for this group is developed and tested, where a design based research is used to evaluate the design. This paper describes the professional development trajectory and design. We conclude that the professional development design should focus on mathematical knowledge for teaching, should refer to both teacher education and primary education, should offer opportunities for cooperative learning, and need to use practice based research as a developmental tool.
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From September 2024 onwards we will start the development of an educational innovation for Dutch primary schools to design a dynamic school day (a school day in which sedentary learning is regularly interrupted by moments of physical activity) for their local context. A number of Dutch primary schools already successfully implemented a more dynamic school day. In this qualitative study, we set out to assess the facilitators and barriers that several stakeholders faced during the implementation of the dynamic school day. We also set out to assess preferences of pupils with respect to a more dynamic school day. In preparation of the development phase, we will conduct semi-structured interviews with stakeholders of 3 Dutch primary schools (spring 2024). The interview guide will be based on the MRC guideline for conducting process evaluations of complex interventions. For each school, we seek to include: 1) the physical education teacher, 2) a classroom teacher who finds it easy to organize physical activities during the school day, 3) a classroom teacher who finds it difficult to organize physical activities during the school day, 4) a member of the management team. If relevant, we will also interview other stakeholders involved in the implementation of the dynamic school day. We will present the factors that may facilitate or hinder the implementation of a dynamic school day in the Dutch context. We will use these results to develop a set of potential implementation strategies that can serve as a source of inspiration for other Dutch primary schools in their process to develop a dynamic school day for their local context.
MULTIFILE
This proposal originates from a pilot of the ‘Frontrunners coalition’ on initiatives for the Circular Economy at the city level. This spin off project studies strategizing in hotels, to find innovative solutions how to manage the integration of circularity in the overall business strategy. The theoretical innovation is to better understand the strategizing process by using the theoretical framework of “strategy-as-practices (S-as-P)”. Exploring in two cases the daily challenges of implementing principles of the circular economy at a luxury and a budget hotel (group). The “strategy-as-practices (S-as-P) framework will be used, emphasizing that strategizing is a joint process of (higher) management and other practitioners (within and outside of the company). The data collection and analysis will be executed by Bachelor and Master students of Hotelschool the Hague and faculty of the research centre. The stages of the Design Oriented Research Approach will be used in this project, with a focus on the stages of Analysis & Diagnoses and Solution Design. The hotels will facilitate this research by giving access and support to the operations and (formal) meetings and additional primary data collection. (Small teams of) Student researchers collect qualitative data based on interviews and observations: they will ‘blend’ in during a 10-week period. Faculty of Hotelschool The Hague will safeguard the continuity and alignment in the project in the several rounds in which these steps are executed. The finding will be presented to the participating companies, the coalition in Amsterdam and the Hospitality industry. Direct societal impact is the showcasing of potential initiative and the responsibility of organizations towards circularity in their environment. Another result is the proposal for a larger follow-up project. This larger project will continue this study within a broader set of hotels but will also be studying and developing potential interventions for improvement the strategizing process.
Social enterprises (SEs) can play an important role in addressing societal problems. SEs are businesses whose primary objective is to generate social impact (e.g. well-being, social wealth and cohesion, and ecology) through a market-based model. SEs achieve this through a hybrid business model, trading-off financial and social value creation objectives. SEs typically face higher costs, for example because of ethical sourcing principles and/or production processes centering around the needs of workers who are vulnerable or hard-to-employ. This results in SEs’ struggling to scale-up due to their relatively costly operating model. Traditional management techniques are not always appropriate, as they do not take into account the tensions between financial and social value creation objectives of SEs. Our project examines how continuous improvement, and in particular the philosophy and tools of Lean can be harnessed to improve SEs competitiveness. Lean organizations share many values with SEs, such as respect for people, suggesting a good fit between the values and principles of Lean and those of SEs. The consortium for this project is a cooperation between the research groups Improving Business and New Marketing of the Center of Expertise Well-Being Economy and New Entrepreneurship and the minor Continuous Improvement of AVANS Hogeschool, and the SME companies Elliz in Company and Ons Label. The project consists of two phases, an exploratory phase during which the question “in what ways can the philosophy and tools of Lean be used by Social Enterprises?” will be addressed. Interviews and focus groups will be conducted with multiple SEs (not only partners). Participant observation will be conducted by the students of the minor Continuous Improvement at the partner SEs. During the second phase, the implementation of the identified principles and tools will be operationalized through a roadmap. Action research will be conducted in cooperation with the partner SEs.
This book discusses whether, and if so, how facility management (FM) can contribute toeducational achievements at Dutch higher education institutions. Although there is increasingevidence that the quality of the lecturer is decisive for the performance and development ofstudents (Marzano 2007; Mourshed, Chijioke and Barber 2010), and in addition, educationalleadership can shape the necessary boundary conditions for these primary actors to succeed,nowadays this must be considered as a too narrow conception of what good education is allabout. Up to date, in literature there is a lively debate about the effective use of facilitydesign, as a mixture of designed features of physical facilities and services, to contribute toeducation as well. We have seen many examples of the so-called human factor beingnegatively influenced by seemingly fringe events, but that suddenly appears to beprecondition for education. Too warm, too cold, too crowded, too loud, too messy, and noidea why this device doesn’t work are phrases that come to mind. We now know that the builtschool environment and facility services that are offered are among the elements that caninfluence good education. The evidence comes from a multiple disciplines, such asenvironmental-psychology (Durán-Narucki 2008; Hygge and Knez 2001), medicine(Hutchinson 2003), educational research (Blackmore et al. 2011; Oblinger 2006; Schneider2002; Temple 2007), and real estate and facility management (Daisey, Angell and Apte 2003;Duyar 2010; Barrett et al. 2013). Considering all the above, there seems to be a scientificblack box with respect to the relatively new scientific discipline of FM. Deeply rooted inpractice, the abstractions that have existed until now have hardly led to a fundamentalunderstanding of the contribution of FM to education. Therefore, the main objective of thisbook is as follows.
