Zoekresultaten

Greek views of the 2015 Bailout Agreement

This is an Accepted Manuscript of an article published by Taylor & Francis in INTERNATIONAL SPECTATOR on 31-01-2022, available online: https://www.tandfonline.com/doi/abs/10.1080/03932729.2021.2007610 In July 2015, after intense negotiations with its creditors, Greece received a bailout in exchange for fiscal restraint. The coalition government at that time, led by the left-wing SYRIZA party, elected on the basis of an anti-austerity platform, eventually accepted the prevalent austerity frames of the creditors. Through the aid of Q-method, an analysis of Greek opinion leaders’ views of the negotiation highlights that this outcome can be explained in two different ways. The first posits that the ideological overtones that ruling SYRIZA injected in its negotiation strategy exhibited a lack of socialisation and undermined Greece’s already weak bargaining position. The second focuses on the institutional status quo bias in the Eurogroup in Germany’s favour, which discourages any change in the Eurozone. These two views may have partly been influenced by questions of political accountability.

Elements affecting the development of professional learning communities in schools

This article focuses on the development of professional learning communities (PLCs), which are communities within schools, composed of voluntary participating teachers facilitated by school principals with a specific task to accomplish as part of a larger innovation project. Four PLCs were observed during 3 years by using questionnaires and participatory research. The questionnaires revealed that PLCs differed in their group characteristics, collective learning processes and outcomes. Through participatory research, we explored seven elements affecting the development of PLCs, namely, task perceptions, group composition, tensions between roles, beliefs about alignment, reflective dialogues, socialisation and ownership. Beliefs about alignment, ownership and socialisation had sufficient impact on the development of the PLCs. A case study including two contrasting PLCs indicated interrelations between task perceptions and ownership by members and between ownership and socialisation activities. Regarding implications, this research suggests to explicitly create and facilitate reflective dialogues and ownership over time for PLCs to flourish.

Students' personal professional theories in competence-based vocational education

This article aims to provide an insight into how students construct their professional knowledge and what the content and nature of personal professional knowledge is through the concept of PPTs (personal professional theories).

Effective Elements of Poetry in Primary and Secondary Education

This is a protocol for a systematic review that aims to identify and present effective elements in poetry education. These effective elements are categorised based on Biesta’s (2012) educational domains: qualification, socialisation, and subjectification. The study examines reading, writing, discussing, and reciting poetry, as well as listening to poetry, in primary and secondary education. By doing so, this study provides insights into effective poetry education, which is relevant for teachers, curriculum developers, researchers, teacher educators, and pupils. The aim of this systematic review is to map the effective elements of poetry in primary and secondary education. The research question for this review is as follows: What are the effective elements of poetry for pupils in primary and secondary education? Bibliography Biesta, G. (2012). Goed onderwijs en de cultuur van het meten (1e druk). Boom.

Students’ meaning-making and sense-making of vocational knowledge in Dutch senior secondary vocational education

Meaning-making and sense-making are generally assumed to be part of students’ personal vocational knowledge development, since they contribute to both students’ socialisation in a vocation and students’ personalisation of concepts, values and beliefs regarding that vocation. However, how students in vocational education acquire meaning and make sense of vocational knowledge is not explained. Furthermore, examples of what these processes entail in the context of vocational education are lacking. A multiple case study was performed to explore students’ meaning-making and sense-making in classroom interactions in Dutch senior secondary vocational education. Our results show that meaning-making is a process in which students interpret vocational knowledge by explicating and clarifying this knowledge. Sense-making is perceived to be a process in which students concretise vocational knowledge by testing and justifying this knowledge. A research model was developed to describe how students make meaning and sense of vocational knowledge in interaction with practitioners.

Onderzoek bij Nederlandse festivals.

De directe aanleiding voor het onderzoek naar festivalbeleving in 2009 was een vraag van de organisatie van het festival Highlands in Amersfoort aan het Crossmedialab. Men wilde weten hoe bezoekers het festival ervoeren en waardeerden. Dit sloot ook aan bij de onderzoekslijn naar de invloed van sociale media in verschillende contexten waarvan de festivalcontext er een van was. In de jaren daarna zijn door het Crossmedialab vergelijkbare empirische onderzoeken uitgevoerd bij Appelpop, Festival de Beschaving en Gluren bij de Buren. Dit rapport poogt een gedetailleerd verslag te geven van het onderzoek naar festivals dat in de jaren 2009-2012 werd uitgevoerd. Het bevat ook een gedetailleerde verslaglegging van de analyse van de resultaten. Hoewel het als een onafhankelijk rapport kan worden gelezen, kan het tevens worden gezien als een uitgebreide appendix van het CELL cahier Festivalbeleving (Van Vliet et al 2012).

Wraparound care as a booster of the crime reducing effects of community-based probation

Hoofdstuk 20 Part II in Understanding Penal Practice van Ioan Durnescu en Fergus McNeill Criminological and penological scholarship has in recent years explored how and why institutions and systems of punishment change – and how and why these changes differ in different contexts. Important though these analyses are, this book focuses not so much on the changing nature of institutions and systems, but rather the changing nature of penal practice and practitioners The first part of the book focuses on understanding practice and practitioners, exploring how changing social, cultural, political, and organisational contexts influence practice, and how training, development, professional socialisation and other factors influence practitioners. The second part is concerned with how practitioners can be best supported to develop the skills and approaches that seem most likely to generate positive impacts. It contains accounts of new practice models and approaches, as well as reports of research projects seeking both to discover and to encourage effective practices

A place for all, is a place for no one

Changing identities through collective performance at events: the case of the Redhead Days

This paper examines the (collective) performance of identities in an event context. During events, the participants not only engage in face-to-face performances, but also in the collective performances of crowds and audiences. This study analyses collective performance using Collins’ framework of Interaction Ritual Chains, which combines Goffman’s performance metaphor with Durkheim’s work on rituals and collective effervescence. This provides a more complete analysis of the ways identities are performed and (re)constructed during an event. This qualitative study presents the case of the Redhead Days, the world’s largest gathering of redheads. Visitor interviews and participant observation over four editions of the event show how a temporary majority of redheads is created, which greatly impacts both face-to-face and collective performance. Social practices that facilitate performance include photographing and storytelling. The data reveal that collective performance is inherently different from face-to-face performance, and that the combination of the two contributes to a change in narrative identities of the event attendees

Constructivist learning theories and complex learning environments

Learning theories broadly characterised as constructivist, agree on the importance to learning of the environment, but differ on what exactly it is that constitutes this importance. Accordingly, they also differ on the educational consequences to be drawn from the theoretical perspective. Cognitive constructivism focuses on the active role of the learner, and on real-life learning. Social-learning theories, comprising the socio-historical, socio-cultural theories as well as the situated-learning and community-of-practice approaches, emphasise learning as being a process within and a product of the social context. Critical-learning theory stresses that this social context is a man-made construction, which should be approached critically and transformed in order to create a better world. We propose to view these different approaches as contributions to our understanding of the learning-environment relationship, and their educational impact as questions to be addressed to educational contexts.