This text is based on the publication: Wolff, R. & M. de Jong (2018), Doceren voor een inclusieve klas. Een literatuurstudie ter voorbereiding op docenttrainingen in het hoger (beroeps)onderwijs. (Teaching for an inclusive class. A literature study as preparatory input for teacher trainings in higher (vocational) education) Diemen/Rotterdam: Inholland/Risbo
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Steeds meer leerlingen groeien op met een andere taal dan het Nederlands. Zij krijgen onderwijs in een taal die niet hun eerste taal is. Op het gebied van toetsing brengt deze situatie uitdagingen met zich mee. Meertalige leerlingen kunnen, bijvoorbeeld in het rekenonderwijs, niet hun volledige potentieel aantonen wanneer zij beoordeeld worden in een taal die zij nog aan het verwerven zijn. Functioneel Meertalig Assessment (FMA; De Backer et al., 2017) biedt een mogelijke oplossing voor dit validiteitsprobleem, omdat FMA kennis en vaardigheden van leerlingen via een pallet aan evaluatievormen (bijv. toetsen, observaties, gesprekken) en via hun meertalige repertoires zichtbaar maakt. De daadwerkelijke toepassing van FMA staat echter nog in de kinderschoenen (De Backer, 2020). In de huidige studie verkenden we daarom hoe onderwijsprofessionals vormgeven aan en leren over deze nieuwe benadering van toetsing en in hoeverre een Lesson-Study-aanpak daarbij ondersteunend is. Professionals (N=15) van vijf basisscholen die onderwijs verzorgen aan jonge nieuwkomers voerden samen met een procesbegeleider (N=4) een zogenaamde Assessment Study uit. Een analyse van de FMA-praktijken die deze Assessment-Study-teams ontwikkelen en inzichten uit reflecties van deelnemers op het Assessment-Study-proces laten zien dat een Lesson-Study-methodiek onderwijsprofessionals een effectief kader biedt bij het ontwikkelen van en leren over FMA.
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Background Anxiety and challenging behaviour (CB) often occur simultaneously in people with intellectual disabilities (ID). Understanding the associations between anxiety and CB may contribute to more accurate diagnoses and management of both anxiety and CB in this population. Aims To examine the relationship between anxiety and CB. Methods A literature review covering the period from January 2000 to January 2012. Results Seven studies about the relationship between psychiatric disorders, including anxiety, and CB were identified. These studies confirm the relationship between anxiety and CB in people with ID, although the precise nature of this relationship remains unclear. Conclusions The study points toward the existence of a moderate association between anxiety and CB. Further research is needed to clarify the complex nature of the association between anxiety and CB.
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Innovation is crucial for higher education to ensure high-quality curricula that address the changing needs of students, labor markets, and society as a whole. Substantial amounts of resources and enthusiasm are devoted to innovations, but often they do not yield the desired changes. This may be due to unworkable goals, too much complexity, and a lack of resources to institutionalize the innovation. In many cases, innovations end up being less sustainable than expected or hoped for. In the long term, the disappointing revenues of innovations hamper the ability of higher education to remain future proof. Against the background of this need to increase the success of educational innovations, our colleague Klaartje van Genugten has explored the literature on innovations to reveal mechanisms that contribute to the sustainability of innovations. Her findings are synthesized in this report. They are particularly meaningful for directors of education programs, curriculum committees, educational consultants, and policy makers, who are generally in charge of defining the scope and set up of innovations. Her report offers a comprehensive view and provides food for thought on how we can strive for future-proof and sustainable innovations. I therefore recommend reading this report.
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The purpose of this literature study was to obtain an overview of previous civic literacy projects and their characteristics as primarily described in educational science literature. Eighteen academic articles on civic literacy projects in higher education were studied in detail and coded using the qualitative data analysis instrument, Atlas.ti. The codes and quotations compiled were then divided in various categories and represented in a two-axis model. The definitions of ‘civic literacy’ found in the literature varied from an interest in social issues and a critical attitude to a more activist attitude (axis number 1). The analysis of the literature showed that, especially in more recent years, more students than citizens have benefited from civic literacy projects in higher education (axis number 2). The visualization of the findings in the two-axis model helps to place civic literacy projects in a broader frame. The final authenticated version is available online at https://doi.org/10.1007/978-3-030-13472-3_9
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In this report the concepts services, hospitality and experiences will be discussed. The goal of this report is to provide insight in what is written in literature about services, hospitality and experiences and to help defining the concept hospitality services for the Research Centre of the Saxion Hospitality Business School. Important concepts which are related to hospitality are services and experiences. These three domains are the centre of this report.
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The increasing demand for Prunus africana resources is an opportunity for its conservation and commercial use to support livelihoods in Africa. The objective for this study was to investigate major steps to advance production of P. africana for long-term commercial use in Uganda. Specific objectives were to explore potential production schemes, setbacks in production and strategies to advance it. The study was done by review of literature, documents and interviews with experts. Results indicated Agroforestry and large plantations to be useful schemes for production. Identified setbacks are: low trade in P. africana, unknown returns from production, competing land uses, long growth period, limited market assurance and information. The lack of a resource assessment for P. africana in forests contributes to its low trade which undermines related economic benefits for national development and incentives to commercial production. We propose that a national Quantitative resource assessment of P. africana in forests is one of the crucial steps that should be undertaken to carefully organise and advance sustainable trade to provide rational incentives for commercial production. Subsequently, production should be localised in suitable sites and producers be organised into cooperatives. Further research to improve returns from commercial production of P. africana is needed.
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Objectives: Promoting unstructured outside play is a promising vehicle to increase children’s physical activity (PA). This study investigates if factors of the social environment moderate the relationship between the perceived physical environment and outside play. Study design: 1875 parents from the KOALA Birth Cohort Study reported on their child’s outside play around age five years, and 1516 parents around age seven years. Linear mixed model analyses were performed to evaluate (moderating) relationships among factors of the social environment (parenting influences and social capital), the perceived physical environment, and outside play at age five and seven. Season was entered as a random factor in these analyses. Results: Accessibility of PA facilities, positive parental attitude towards PA and social capital were associated with more outside play, while parental concern and restriction of screen time were related with less outside play. We found two significant interactions; both involving parent perceived responsibility towards child PA participation. Conclusion: Although we found a limited number of interactions, this study demonstrated that the impact of the perceived physical environment may differ across levels of parent responsibility.
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Research into how and why language teachers use literature as content is presented to explore one aspect of various pedagogical and collaborative practices open to language teachers in CLIL contexts. Language teachers’ beliefs and practices are examined based on a literature review, focus group study, survey, and multiple-case study.The question how and why language teachers shape practices using literature as content is considered, drawing on research into the pedagogical and collaborative practices of language teachers in CLIL contexts. The presentation brings together findings from a literature review, focus group study, survey, and multiple-case study to exemplify and explain the practices of language teachers in CLIL who turn to literature as their content. A dynamic framework for locating and explicating the pedagogical and collaborative practices of language teachers in CLIL contexts (Dale, Oostdam, & Verspoor, 2017) derived from a literature review is presented. The views of different stakeholders in CLIL in the Netherlands in relation to the teaching of literature, based on a focus group study are discussed (Dale, Oostdam, & Verspoor, 2018a). The findings of a survey into the stated beliefs and practices of Teachers of English in Bilingual Streams (TEBs) in the Netherlands with regard to the teaching of literature (Dale, Oostdam, & Verspoor, 2018b) are presented. Two case descriptions representing prototypical practices of language teachers taking literature as content are introduced (Dale, Oostdam, & Verspoor, submitted). ]
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Abstract The main purpose of this intervention was to measure student’s motivation in English Literature before and after an intervention based Zoltán Dörnyei’s Motivational Self System (2009) and Michael Magid’s (2011) application of the same theory in schools in Singapore. The present intervention was adapted to the students of the Dutch secondary school CLV (Christian Lyceum Veenendaal) in Veenendaal using fragments of English Literature (books, films, poems and songs). The intervention was carried out during eight lessons of fifty minutes where students had to participate in a variety of activities, all registered in a workbook assigned to each student at the beginning of the research project. Prior to and after the intervention, students filled in a questionnaire on motivation and English Literature. The results of these questionnaires were analysed with SPSS running descriptive statistical analysis. Along with these analyses, the timelines and life trees made by the students during the lessons and students’ answers given to the exercises on the workbooks were evaluated and compared. One of the most important conclusions of the intervention was that female students were more motivated, could make action plans and set goals easier and more detailed than male students. Another important result was that students in general had no interest in English Literature, although they realised it can be influential in their future life. The affective attitude of students to- wards the teacher and materials increased after the intervention, as well as students’ confidence in their own effort during class. However, the construct validity between the quantitative and qualitative data could not be established due to the fact that gender was not included as variable in the questionnaire. Gender relevancy became visible after the analyses of the workbooks. Therefore, future research will have to focus on including gender as a variable in the questionnaire in order to establish solid relations between quantitative and qualitative data. Another interesting research question for future interventions could be how to adapt English Literature and the materials that are being used in a way that both female and male students can tap into their own intrinsic motivational current.
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