This city profile provides a multi-dimensional overview on the most recent social, economic, political and spatial changes in the city of Amsterdam. We map the social-geography of the city, discussing recent housing and spatial development policies as well as city-regional political dynamics. Today, the city of Amsterdam is more diverse than ever, both ethnically and socially. The social geography of Amsterdam shows a growing core–periphery divide that underlines important economic and cultural asymmetries. The tradition of public subsidies and regulated housing currently allows for state-led gentrification within inner city neighborhoods. Public support for homeownership is changing the balance between social, middle and high-end housing segments. Changes in the tradition of large-scale interventions and strong public planning are likewise occurring. In times of austerity, current projects focus on small-scale and piecemeal interventions particularly oriented to stimulate entrepreneurialism in selected urban areas and often relate to creative economies and sustainable development. Finally, underlying these trends is a new political landscape composed of upcoming liberal and progressive parties, which together challenge the political equilibriums in the city region
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Online supplements to Smit, E., Tuithof, H., Savelsbergh, E., & Béneker, T. (2023). Geography teachers’ pedagogical content knowledge: A systematic review. Journal of Geography. https://doi.org/10.1080/00221341.2023.2173796 Supplement 1: Extended information on selected studies Supplement 2: Full references of studies used in the review Supplement 3: Codebook Abstract: Pedagogical Content Knowledge (PCK) is the knowledge teachers use to teach a specific subject to a specific audience. The importance of PCK to quality teaching is widely recognized. However, an overview of research about geography teachers’ PCK is missing. To fill this gap, we conducted a systematic review. We analyzed 43 empirical studies, but only 9 used PCK as a framework. Most studies addressed instructional strategies or teaching orientations. The studies were too diverse to draw conclusions on geography teachers’ PCK in general. But portraits of 16 geography teachers emphasized the necessity of geographical knowledge and teaching experience for PCK-quality.
MULTIFILE
The Regional Development Effects Module (RDEM) will map the impact of migration on regional development seen on different variables. To construct the RDEM we have to:1. develop a typology of regions, based on the impact that mobility has on its economic, social and cultural development; and2. detect the causal linkages between regional mobility on the one hand and regional development on the other.In our presentation we will focus on the process to determine relevant regional development indicators that will help in the collection and analysis of relevant data for the period 2010-2022 on NUTS 2 and 3 level. Partners in our project will additionally focus on:1. Analysis of regional networks estimated from Facebook2. Building typology regional development3. Longitudinal causal analysis of mobility4. Integration of case studiesFinally, this will result in:• Online atlas of mobility & development typologies• Report Causal Analysis of mobility development
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