In this chapter, we discuss the education of secondary school mathematics teachers in the Netherlands. There are different routes for qualifying as a secondary school mathematics teacher. These routes target different student teacher populations, ranging from those who have just graduated from high school to those who have already pursued a career outside education or working teachers who want to qualify for teaching in higher grades. After discussing the complex structure this leads to, we focus on the aspects that these different routes have in common. We point out typical characteristics of Dutch school mathematics and discuss the aims and challenges in teacher education that result from this. We give examples of different approaches used in Dutch teacher education, which we link to a particular model for designing vocational and professional learning environments.We end the chapter with a reflection on the current situation.
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This paper investigates whether encouraging children to become more physically active in their everyday life affects their primary school performance. We use data from a field quasi‐experiment called the Active Living Program, which aimed to increase active modes of transportation to school and active play among 8‐ to 12‐year‐olds living in low socioeconomic status (SES) areas in the Netherlands. Difference‐in‐differences estimations reveal that while the interventions increase time spent on physical activity during school hours, they negatively affect school performance, especially among the worst‐performing students. Further analyses reveal that increased restlessness during instruction time is a potential mechanism for this negative effect. Our results suggest that the commonly found positive effects of exercising or participating in sports on educational outcomes may not be generalizable to physical activity in everyday life. Policymakers and educators who seek to increase physical activity in everyday life need to weigh the health and well‐being benefits against the probability of increasing inequality in school performance.
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
Automated driving nowadays has become reality with the help of in-vehicle (ADAS) systems. More and more of such systems are being developed by OEMs and service providers. These (partly) automated systems are intended to enhance road and traffic safety (among other benefits) by addressing human limitations such as fatigue, low vigilance/distraction, reaction time, low behavioral adaptation, etc. In other words, (partly) automated driving should relieve the driver from his/her one or more preliminary driving tasks, making the ride enjoyable, safer and more relaxing. The present in-vehicle systems, on the contrary, requires continuous vigilance/alertness and behavioral adaptation from human drivers, and may also subject them to frequent in-and-out-of-the-loop situations and warnings. The tip of the iceberg is the robotic behavior of these in-vehicle systems, contrary to human driving behavior, viz. adaptive according to road, traffic, users, laws, weather, etc. Furthermore, no two human drivers are the same, and thus, do not possess the same driving styles and preferences. So how can one design of robotic behavior of an in-vehicle system be suitable for all human drivers? To emphasize the need for HUBRIS, this project proposes quantifying the behavioral difference between human driver and two in-vehicle systems through naturalistic driving in highway conditions, and subsequently, formulating preliminary design guidelines using the quantified behavioral difference matrix. Partners are V-tron, a service provider and potential developer of in-vehicle systems, Smits Opleidingen, a driving school keen on providing state-of-the-art education and training, Dutch Autonomous Mobility (DAM) B.V., a company active in operations, testing and assessment of self-driving vehicles in the Groningen province, Goudappel Coffeng, consultants in mobility and experts in traffic psychology, and Siemens Industry Software and Services B.V. (Siemens), developers of traffic simulation environments for testing in-vehicle systems.
This book discusses whether, and if so, how facility management (FM) can contribute toeducational achievements at Dutch higher education institutions. Although there is increasingevidence that the quality of the lecturer is decisive for the performance and development ofstudents (Marzano 2007; Mourshed, Chijioke and Barber 2010), and in addition, educationalleadership can shape the necessary boundary conditions for these primary actors to succeed,nowadays this must be considered as a too narrow conception of what good education is allabout. Up to date, in literature there is a lively debate about the effective use of facilitydesign, as a mixture of designed features of physical facilities and services, to contribute toeducation as well. We have seen many examples of the so-called human factor beingnegatively influenced by seemingly fringe events, but that suddenly appears to beprecondition for education. Too warm, too cold, too crowded, too loud, too messy, and noidea why this device doesn’t work are phrases that come to mind. We now know that the builtschool environment and facility services that are offered are among the elements that caninfluence good education. The evidence comes from a multiple disciplines, such asenvironmental-psychology (Durán-Narucki 2008; Hygge and Knez 2001), medicine(Hutchinson 2003), educational research (Blackmore et al. 2011; Oblinger 2006; Schneider2002; Temple 2007), and real estate and facility management (Daisey, Angell and Apte 2003;Duyar 2010; Barrett et al. 2013). Considering all the above, there seems to be a scientificblack box with respect to the relatively new scientific discipline of FM. Deeply rooted inpractice, the abstractions that have existed until now have hardly led to a fundamentalunderstanding of the contribution of FM to education. Therefore, the main objective of thisbook is as follows.
An efficient and sustainable logistics process is essential for logistics companies to remain competitive and to manage the dynamic demands and service requirements. Specifically, the first- and last-mile hub-to-hub (inter) logistics is one of the most difficult operations to manage due to low volumes, repetitive operation and short-distance transport, and relatively high waiting times. With the advancements in Industry 4.0 technologies (Internet of Things, Big Data, Cloud computing, Artificial Intelligence), the consortium partners expect that the intelligent and connected technology is a viable solution to improve operational efficiency, coordination, and sustainability of this inter-hub logistics. Despite the promising potential, the impact of technology on inter- and intra-hub (inside hub) logistics operations (such as transportation, communication, and planning) is not well-established. The focus of STEERS is to explore the real-life challenges associated with the logistics operation in a small-to-medium size logistics hub and investigate the potential of intelligent and connected technology to address such challenges. This project will investigate the requirements for the application of automated vehicles in inter-hub transportation and simultaneously explore the potential of intelligent inter-hub corridors. Additionally, inter-hub communications will also provide the opportunity to explore their potential impact on the planning and coordination of intra-hub activities, with an explicit focus on the changing role of human planners. It combines the knowledge of education and research institutes (Hogeschool van Arnhem en Nijmegen, The University of Twente and Hogeschool Rotterdam), logistics industry partners (Bolk Container Transport and Combi Terminal Twente) and public institutes (XL Business Park, Port of Twente and Regio Twente). The insights obtained in this exploratory study will serve as a foundation for the follow-up RAAK-PRO project, in which real-world demonstrators will be developed and tested inside XL Business Park.
