Islamic Schools in the Netherlands: Expansion or Marginalization?     

Geert Driessen  Michael S. Merry 《Interchange》2006,37(3):201-223

In the Netherlands, the constitutional freedom of education offers the opportunity for the growing number of Muslims to establish state-funded Islamic schools. At the moment there are 46 Islamic primary schools; a number of schools are in the process of being established and there is still a need for an additional 120 such schools. Right from the start Islamic education has been a highly controversial issue. Events such as 9/11 and the murder of Dutch filmmaker Theo van Gogh have fueled the discussion, which turned from open-minded and accommodating to critical and even demonstrably negative. This article focuses on Islamic schools in the Netherlands: how they have evolved, their objectives, their achievements, and the problems they have encountered – and continue to encounter. Specific attention is paid to a number of empirical studies that focus on the functioning of Islamic schools.  相似文献   

Frictions Between Formal Education Policy and Actual School Choice: Case Studies in an International Comparative Perspective     

Christine Teelken  Geert Driessen  Frederik Smit 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,29(2):35-58

This contribution is based on comparative case studies of secondary schools in England, the Netherlands and Scotland. The authors conclude that although opportunities for school choice are offered in a formal sense in each of the locations studied, in certain cases choice is not particularly encouraged. In order to explain this disparity between formal education policy and actual school choice, they identified seven areas of friction which determine school choice. This approach allowed a more detailed and accurate view of the operation of school choice on a local, day-to-day basis. Active or passive discouragement of choice became apparent in factors such as availability of transport and information; bureaucratic procedures; strictly enforced admission criteria; and lack of educational diversity.  相似文献   

School assessment policy and practice in Belgian secondary education with specific reference to vocational education and training     

Jef C. Verhoeven  Geert Devos 《Assessment in Education: Principles, Policy & Practice》2005,12(3):255-274

Based on a survey among 1274 secondary school teachers in Flanders (Belgium), this paper describes the relationship between the assessment practices and forms of assessment policy (testing culture or assessment culture) and between forms of general school policy (student‐oriented or achievement‐oriented) and forms of assessment policy that teachers experience. Reviewing teachers’ attitudes towards assessment policy, it is clear that teachers are not convinced that most schools have a clear concept of an assessment policy. This is the case even though about 82% of the teachers claim to know what the vision of the school on assessment is. The main characteristics of the assessment process lead us to conclude that teachers still live in the testing culture. Although the testing culture exerts a very strong influence over schools, the school policy shows an opening towards an assessment culture. Indeed, a student‐oriented policy is more present than an achievement‐oriented policy. This distinction is important because a student‐oriented policy might bring teachers closer to an assessment culture. Our data show that teachers have a different opinion about this depending on the education sector in which they work and the subject they teach.  相似文献   

The Effects of Video Feedback Coaching for Teachers on Scientific Knowledge of Primary Students     

Sabine van Vondel  Henderien Steenbeek  Marijn van Dijk  Paul van Geert 《Research in Science Education》2018,48(2):301-324

The present study was aimed at investigating the effects of a video feedback coaching intervention for upper-grade primary school teachers on students’ cognitive gains in scientific knowledge. This teaching intervention was designed with the use of inquiry-based learning principles for teachers, such as the empirical cycle and the posing of thought-provoking questions. The intervention was put into practice in 10 upper-grade classrooms. The trajectory comprised four lessons, complemented with two premeasures and two postmeasures. The control condition consisted of 11 upper-grade teachers and their students. The success of the intervention was tested using an established standardized achievement test and situated measures. In this way, by means of premeasure and postmeasure questionnaires and video data, an assessment could be made of the change in students’ scientific knowledge before, during, and after the intervention. In this study, we primarily focused on the dynamics of students’ real-time expressions of scientific knowledge in the classroom. Important indicators of the effect of the intervention were found. Through focusing on the number of explanations and predictions, a significant increase could be seen in the proportion of students’ utterances displaying scientific understanding in the intervention condition. In addition, students in the intervention condition more often reasoned on higher complexity levels than students in the control condition. No effect was found for students’ scientific knowledge as measured with a standardized achievement test. Implications for future studies are stressed, as well as the importance of enriching the evaluation of intervention studies by focusing on dynamics in the classroom.  相似文献   

Changing Patterns of Scaffolding and Autonomy During Individual Music Lessons: A Mixed Methods Approach     

Elisa Kupers  Marijn van Dijk  Paul van Geert 《学习科学杂志》2017,26(1):131-166

Learning implies change. Inside and outside schools, we aim for students to change into people with more skills and knowledge as well as with a growing sense of agency and responsibility. Furthermore, education itself is subject to constant change. In this article, we examine change in 3 case studies in the context of individual music lessons from a complex dynamic systems approach. Three beginning string instrument students and their teacher were followed for 18 months (28 lessons per dyad) by means of video observations. We combine cluster analyses on longitudinal data with qualitative illustrations of moment-to-moment teacher–student transactions to gain insight into how and why change in teaching and learning occurs. The 3 cases show distinct profiles of change: the development of strong suboptimal attractor states, the emergence of optimal attractor states, and a profile that is characterized by falling back into suboptimal attractor states. We discuss how optimal and suboptimal learning and teaching trajectories can unfold over time and how a mixed methods approach can provide valuable new insights for both practice and future research.  相似文献   

How do professional learning communities aid and hamper professional learning of beginning teachers related to differentiated instruction?     

Debbie De Neve  Geert Devos 《Teachers and Teaching》2017,23(3):262-283

Research has shown that adequate support from the school environment is necessary to help beginning teachers in applying differentiated instruction (DI), but how schools can aid in this process remains unclear. This qualitative study explores how professional learning communities (PLCs), an indicator of a supportive school environment, can enhance beginning teachers’ professional learning in DI. Furthermore, it examines how structural and cultural school conditions foster the development of PLCs in the schools’ organization. Semi-structured interviews were conducted with school leaders, special needs coordinators, and beginning teachers in primary schools. A comparative analysis was carried out in three schools with high (case A), medium (case B), and low (case C) levels of beginning teachers’ professional learning in DI, as assessed by changes in practice (i.e. teachers’ flexibility in adapting their classroom behaviour). The comparative analysis indicated that the three cases could be situated at different stages of PLC development. Case A had reached the mature stage, whereas case B was in the evolving stage and case C was still in the beginning stage of PLC development. Also, the analysis indicated that structural and cultural school conditions in the three cases were related to the different stages of PLC development. Finally, the results revealed that in the three cases, leadership of both the principal and special needs coordinator played a key role in the development of the structural and cultural school conditions.  相似文献   

General and task-related experiences affect early object interaction     

Lobo MA  Galloway JC  Savelsbergh GJ 《Child development》2004,75(4):1268-1281

The effects of 2 weeks of no, general, and task-related enhanced movement experiences on 8- to 12-week-old infants' (N = 30) hand and foot interactions with objects were assessed using standard video and motion analysis. For hand-object interaction ability, general and task experience led to greater success than did no experience, and task experience led to greater success than did general experience. Only general experience led to greater success for foot-object interaction ability. Experiences therefore resulted in differential effects depending on which limbs infants used. The results suggest that different movement experiences can advance infants' earliest object interactions. They also indicate that even early purposeful behaviors result from a complex interplay of experience, current ability, and task demands.  相似文献   

Optimal cognitive distance and absorptive capacity   总被引：3，自引：0，他引：3  

Bart Nooteboom  Wim Van Haverbeke  Geert Duysters 《Research Policy》2007,36(7):1016-1034

In this paper we test the relation between cognitive distance and innovation performance of firms engaged in technology-based alliances. The key finding is that the hypothesis of an inverted U-shaped effect of cognitive distance on innovation performance of firms is confirmed. Moreover, as expected, we found that the positive effect for firms is much higher when engaging in more radical, exploratory alliances than in more exploitative alliances. The effect of cumulative R&D turns out to be mixed. It appears to increase absorptive capacity, as expected, but there is clear evidence that it also reduces the effect of cognitive distance on novelty value, making it increasingly difficult to find additional novelty.  相似文献   

The measurement of competitive anxiety during balance beam performance in gymnasts     

Cottyn J  De Clercq D  Pannier JL  Crombez G  Lenoir M 《Journal of sports sciences》2006,24(2):157-164

The purpose of the present study was to investigate competitive anxiety during balance beam performance in gymnasts. Competitive anxiety was assessed continuously by heart rate monitoring and by retrospective self-report of nervousness in eight female national level gymnasts during their balance beam routine during one competition and two training sessions. A significant negative correlation was found between the score of the retrospective self-report of nervousness and performance during the routine. There were no significant differences in performance score by the judges between the three test sessions. There were also no differences in the retrospective self-report of nervousness. However, heart rate was significantly higher during the competition session than during the training sessions. The potential value of the retrospective report of nervousness for the study of critical events during gymnastic performance is illustrated. The results are discussed in the light of catastrophe theory.  相似文献   

DIFFERENCE AND DANGER: CULTURAL PROFILES OF NATIONS AND LIMITS TO TOLERANCE     

Geert Hofstede 《Higher Education in Europe》1996,21(1):73-93

In spite of internal differences, most nation‐states display a common mental programming of a majority of their inhabitants. This programming consists of shared symbols, heroes, and rituals that provide a national identity, and shared values that serve to stabilize the national society. Dominant values in nation states around the world have been classified according to four dimensions. One of these is Uncertainty Avoidance, which among other things stands for the degree of tolerance for whatever or whoever is different, for the strength of the feeling that what is different, is dangerous. The counselling process is affected by the mental programming of counsellor and client. Effective counselling of persons not sharing the same cultural profile demands special efforts, especially if the level of Uncertainty Avoidance for either or both parties is high.  相似文献