In de nieuwste videoserie 'My Day, My Way', die in het teken staat van diversiteit en inclusie, vertellen acht verschillende studenten van Hogeschool Inholland hun persoonlijke verhaal rondom een culturele feest- of inhaakdag. Wat maakt deze dag voor hen bijzonder en waarom is het belangrijk dat meer mensen weten van het bestaan van deze dag?
LINK
Guest post by Lieke Wissink. Lieke is an anthropologist and philosopher who works at the Youth and Society knowledge center, University of Applied Sciences, Amsterdam. She engages in an action-research project with undocumented youths at a day shelter, and carries-out participant observation, group workshops and interviews with residents. This blogpost reflects on feelings of empowerment and precarity as expressed by the shelter members during the Covid-19 pandemic. This post is part of our new themed series on border control and Covid-19.
LINK
There is much attention for the quality of the pedagogical vision of after school day-care (bso) nowadays (e.g. Schreuder et al, 2011). My PhD-study concentrates on social development and discourse practices of young children (4 – 7) in the bso. In this poster I will show strong strategies in conflict management of one caretaker. Strong strategies stimulate agency and autonomy of children (Mashford-Scott & Church, 2011). Weak strategies don’t. This study wants to contribute to qualitative evidence for how interactions of caretakers and children in after school day care can enable children’s social development
DOCUMENT
Background: Recently, research focus has shifted to the combination of all 24-h movement behaviors (physical activity, sedentary behavior and sleep) instead of each behavior separately. Yet, no reliable and valid proxy-report tools exist to assess all these behaviors in 0–4-year-old children. By involving end-users (parents) and key stakeholders (researchers, professionals working with young children), this mixed-methods study aimed to 1) develop a mobile application (app)-based proxy-report tool to assess 24-h movement behaviors in 0–4-year-olds, and 2) examine its content validity. Methods: First, we used concept mapping to identify activities 0–4-year-olds engage in. Parents (n = 58) and professionals working with young children (n = 21) generated a list of activities, sorted related activities, and rated the frequency children perform these activities. Second, using multidimensional scaling and cluster analysis, we created activity categories based on the sorted activities of the participants. Third, we developed the My Little Moves app in collaboration with a software developer. Finally, we examined the content validity of the app with parents (n = 14) and researchers (n = 6) using focus groups and individual interviews. Results: The app has a time-use format in which parents proxy-report the activities of their child, using eight activity categories: personal care, eating/drinking, active transport, passive transport, playing, screen use, sitting/lying calmly, and sleeping. Categories are clarified by providing examples of children’s activities. Additionally, 1–4 follow-up questions collect information on intensity (e.g., active or calm), posture, and/or context (e.g., location) of the activity. Parents and researchers considered filling in the app as feasible, taking 10–30 min per day. The activity categories were considered comprehensive, but alternative examples for several activity categories were suggested to increase the comprehensibility and relevance. Some follow-up questions were considered less relevant. These suggestions were adopted in the second version of the My Little Moves app. Conclusions: Involving end-users and key stakeholders in the development of the My Little Moves app resulted in a tailored tool to assess 24-h movement behaviors in 0–4-year-olds with adequate content validity. Future studies are needed to evaluate other measurement properties of the app.
MULTIFILE
We need educators to be constantly updating their skills and knowledge, and evidenced-informed practice is central to this; yet it is far from universal in our schools. Kristin Vanlommel and Chris Brown draw on their international research to show how EIP can be achieved based on three core principles. With this article, we consider the engagement by teachers and school leaders in educational practices that are ‘evidence-informed’ - across school systems and world-wide. There is a growing consensus that effective teaching and leadership is based on evidence-informed practice (or EIP), and that EIP results in improving student learning and achievement.
LINK
DOCUMENT
Each of us has a story that comes alive as we wake up in the morning, develops throughout the day, and holds layers of meaning as we lay our heads down at night – it might be called a narrative of our identity. When loss occurs, our story fragments into unfamiliar pieces, and who we identify as becomes scattered – sometimes even shattered. We must work to reconstruct meaning in our lives and to rebuild our identity. As leading author on this editorial, with an article of my own in this issue, I confronted this when my father died. I felt his story slipping away, becoming blurred, forgotten, and for some, erased – and the same held true for me. The chaos of my shattered identity exacerbated the deep pain of losing him and I experienced complicated grief. I had to reshape my narrative to remember the authentic parts of me and rebuild a new self in a fatherless world. This journey is in part what motivated me to become a symposium co-editor for the journal. All four of us editors of this special issue have experienced “living with loss” following the premature loss of either our father or spouse, and I wanted to see what lived experience and knowledge we could bring to the readers about loss in the fields of both guidance and counselling.
MULTIFILE
Dutch National Sports Organizations (NSFs) is currently experiencing financial pressures. Two indications for this are described in this paper i.e. increased competition in the sports sector and changes in subsidy division. Decreasing incomes from subsidies can be compensated with either increasing incomes from a commercial domain or increasing incomes from member contributions. This latter solution is gaining interest as a solution for the uncertainties. Many NSFs have therefore participated in a special marketing program in order to enlarge their marketing awareness and create a marketing strategy, in order to (re)win market share on the sports participation market and gain a more stable financial situation. This paper introduces my research related to the introduction of marketing techniques within NSFs and the change-over to become market oriented. An overview of existing literature about creating marketing strategies, their implementation, and market orientation is given. This outline makes obvious that the existing literature is not sufficient for studying the implementation of marketing techniques and market orientation within NSFs. Therefore, it shows the scientific relevance of my research. The paper concludes with the chosen research methodology.
DOCUMENT
Qualitative and quantitative research methods were used to establish the role of the website in the educational process of Bedrijfsmanagement MKB students, and the use of the website in the student recruitment process.
DOCUMENT
