De Centrale Cliëntenraad van de Geestelijke Gezondheidszorg Eindhoven en de Kempen (GGzE) organiseerde in april 1996 een conferentie over cliëntenparticipatie. Onderwerp van gesprek was hoe die participatie in de individuele behandeling beter tot z'n recht kon komen. Dit heeft geleid tot een cursus waarin hulpverleners getraind worden door cliënt-ervaringsdeskundigen. ln deze bijdrage vertellen de trainers over de opzet von de cursus en hun ervoringen ermee in het afgelopen jaar.
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Explicit language objectives are included in the Swedish national curriculum for mathematics. The curriculum states that students should be given opportunities to develop the ability to formulate problems, use and analyse mathematical concepts and relationships between concepts, show and follow mathematical reasoning, and use mathematical expressions in discussions. Teachers’ competence forms a crucial link to bring an intended curriculum to a curriculum in action. This article investigates a professional development program, ‘Language in Mathematics’, within a national program for mathematics teachers in Sweden that aims at implementing the national curriculum into practice. Two specific aspects are examined: the selection of theoretical notions on language and mathematics and the choice of activities to relate selected theory to practice. From this examination, research on teacher learning in connection to professional development is proposed, which can contribute to a better understanding of teachers’ interpretation of integrated approaches to language and mathematics across national contexts.
This paper analyzes the institutional context of maintenance purchasing in higher education. It aims to provide insights into the institutional complexities of smart maintenance purchasing in higher education institutes. In a case study, six external institutional fields and two internal institutional logics are identified. They create two types of institutional complexities that impede innovation if not treated correctly. Three ways are discussed to deal with those institutional complexities, 1) negotiating institutional field boundaries, 2) creating new institutional logics and practices, and 3) implementing institutional changes.
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