The aim of this meta-analysis was to analyze the experimental research into the effects of job-embedded professional development (JEPD) for teachers and student outcomes. Our meta-analysis of experimental studies of the effects JEPD, included 20 studies (with 79 experimental comparisons) at teacher level and 19 studies at student level (with 34 experimental comparisons). Analyses of the studies, representing 2,062 teachers and 21,425 students, revealed a significant, medium-to-large effect size at teacher level (ES= 0.699, SE= 0.092) and a significant medium effect at student level (ES = 0.523, SE= 0.137). Effects for teachers were smaller in studies with a large sample size. Effects for students were positively related to the length of the intervention. The positive outcomes at teacher and student level support the implementation and expansion of JEPD programsacross schools.
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Teacher shortages are a significant concern in many countries. Hiring pre-service teachers could help to alleviate this problem while providing students an opportunity to develop skills in a realwork context. However, being employed alongside full-time studying might compete with attendance or self-study and, thereby, hinder study progress. This study analyzed the effect of student employment on the study progress of 132 pre-service teachers, using 25 repeated measures over 4 years (n = 3,245). Employment hours, remuneration, domain-relevance, and timing (year of college) were taken into account. Multilevel growth analyses showed that students who spent more time on a paid teaching job in year 3 or 4 obtained significantly more study credits compared to those who were not paid or got paid for a job outside of education. Overall, student employment did not relate to less study progress and depending on domain-relevance, timing and remuneration, the effect can even be positive.
ObjectiveThe aim of this review is to evaluate associations between possible late effects of cancer treatment (i.e. physical complaints, fatigue, or cognitive complaints) and work ability among workers beyond 2 years after cancer diagnosis who returned to work. The role of job resources (social support, autonomy, leadership style, coaching, and organizational culture) is also evaluated.MethodsThe search for studies was conducted in PsycINFO, Medline, Business Source Premier, ABI/Inform, CINAHL, Cochrane Library and Web of Science. A quality assessment was used to clarify the quality across studies.ResultsThe searches included 2303 records. Finally, 36 studies were included. Work ability seemed to decline shortly after cancer treatment and recover in the first 2 years after diagnosis, although it might still be lower than among healthy workers. No data were available on the course of work ability beyond the first 2 years. Late physical complaints, fatigue and cognitive complaints were negatively related with work ability across all relevant studies. Furthermore, social support and autonomy were associated with higher work ability, but no data were available on a possible buffering effect of these job resources on the relationship between late effects and work ability. As far as reported, most research was carried out among salaried workers.ConclusionIt is unknown if late effects of cancer treatment diminish work ability beyond two years after being diagnosed with cancer. Therefore, more longitudinal research into the associations between possible late effects of cancer treatment and work ability needs to be carried out. Moreover, research is needed on the buffering effect of job resources, both for salaried and self-employed workers.
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Students in Higher Music Education (HME) are not facilitated to develop both their artistic and academic musical competences. Conservatoires (professional education, or ‘HBO’) traditionally foster the development of musical craftsmanship, while university musicology departments (academic education, or ‘WO’) promote broader perspectives on music’s place in society. All the while, music professionals are increasingly required to combine musical and scholarly knowledge. Indeed, musicianship is more than performance, and musicology more than reflection—a robust musical practice requires people who are versed in both domains. It’s time our education mirrors this blended profession. This proposal entails collaborative projects between a conservatory and a university in two cities where musical performance and musicology equally thrive: Amsterdam (Conservatory and University of Amsterdam) and Utrecht (HKU Utrechts Conservatorium and Utrecht University). Each project will pilot a joint program of study, combining existing modules with newly developed ones. The feasibility of joint degrees will be explored: a combined bachelor’s degree in Amsterdam; and a combined master’s degree in Utrecht. The full innovation process will be translated to a transferable infrastructural model. For 125 students it will fuse praxis-based musical knowledge and skills, practice-led research and academic training. Beyond this, the partners will also use the Comenius funds as a springboard for collaboration between the two cities to enrich their respective BA and MA programs. In the end, the programme will diversify the educational possibilities for students of music in the Netherlands, and thereby increase their professional opportunities in today’s job market.
Medewerkers van de Buurtteamorganisatie (BTO) in Utrecht hebben ruimte om zelf een afweging te maken t.a.v. de ondersteuning van een klant. Het aantal casussen met langdurige begeleiding is echter toegenomen in de caseload van de buurtteams. Wat is een goed afwegingskader om tot de juiste inzet te komen?Doel Het project Langdurige begeleiding BTO Utrecht heeft twee doelstellingen: Het ontwikkelingen van een afwegingskader dat medewerkers van de BTO handvatten biedt om tot een goede besluitvorming te komen t.a.v. de intake, ondersteuning en de afronding van een case; Het ontwikkelen van een werkwijze die bijdraagt aan het leervermogen van het buurtteam. Resultaten Een handzame job-aid die zowel het besluitvormingsproces t.a.v. de intake, ondersteuning en afronding van een case ondersteunt als wel het leerproces in het team verder brengt. Looptijd 01 januari 2019 - 15 juni 2021 Aanpak In een ontwikkelwerkplaats (OWP) werken medewerkers van de verschillende buurtteams samen aan een afwegingskader voor de inzet van begeleiding: wat zijn de kritische vragen om tot een goed besluit te komen? En wat is een passende werkwijze binnen een buurtteam om deze vragen te stellen? De ontwikkelde job-aid wordt nu geïmplementeerd door de medewerkers van de Buurtteamorganisatie (BTO). Studenten van de opleiding Social Work monitoren in het kader van hun afstuderen de voortgang.
The postdoc candidate, Giuliana Scuderi, will strengthen the connection between the research group Biobased Buildings (BB), (collaboration between Avans University of Applied Sciences and HZ University of Applied Sciences (HZ), and the Civil Engineering bachelor programme (CE) of HZ. The proposed research aims at deepening the knowledge about the mechanical properties of biobased materials for the application in the structural and infrastructural sectors. The research is relevant for the professional field, which is looking for safe and sustainable alternatives to traditional building materials (such as lignin asphalt, biobased panels for bridge constructions, etc.). The study of the mechanical behaviour of traditional materials (such as concrete and steel) is already part of the CE curriculum, but the ambition of this postdoc is that also BB principles are applied and visible. Therefore, from the first year of the programme, the postdoc will develop a biobased material science line and will facilitate applied research experiences for students, in collaboration with engineering and architectural companies, material producers and governmental bodies. Consequently, a new generation of environmentally sensitive civil engineers could be trained, as the labour market requires. The subject is broad and relevant for the future of our built environment, with possible connections with other fields of study, such as Architecture, Engineering, Economics and Chemistry. The project is also relevant for the National Science Agenda (NWA), being a crossover between the routes “Materialen – Made in Holland” and “Circulaire economie en grondstoffenefficiëntie”. The final products will be ready-to-use guidelines for the applications of biobased materials, a portfolio of applications and examples, and a new continuous learning line about biobased material science within the CE curriculum. The postdoc will be mentored and supervised by the Lector of the research group and by the study programme coordinator. The personnel policy and job function series of HZ facilitates the development opportunity.
