The postmodern perfectionist,the pragmatic hedonist and the materialist maximalist: understanding high school students’ profile choices towards or away from mathematics,science and technology (MST) fields in the Netherlands     

D. Yazilitas  S. Saharso  G.C. de Vries  J.S. Svensson 《Gender and education》2017,29(7):831-849

This study focuses on high school students’ profile choices and the choice for or against the Nature and Technology (NT) profile in the Netherlands. A mixed-methods approach is used to study cultural values that affect this choice. The quantitative part of the study shows that being female is negatively correlated with the choice for the NT-profile, irrespective of the grade average for mathematics, chemistry and physics. It further shows that students’ ethnic background does not have a significant effect on this choice. The qualitative part of the study reveals that students’ choice processes towards or away from NT can be categorised in three ideal types: the postmodern perfectionist, the pragmatic hedonist and the materialist maximalist. Gender differences appear to be more pervasive across these types than differences in ethnic background.  相似文献   

Empowerment through sex education? Rethinking paradoxical policies     

Marijke Naezer  Els Rommes  Willy Jansen 《Sex education》2017,17(6):712-728

Youth empowerment is the main goal of sex education according to Dutch Government and NGO policies. Academics from different disciplines have argued, however, that the ideal of empowerment through education is problematic, because of the unequal power relations implicated in educational practices. Building on one-and-a-half years of online and offline ethnographic fieldwork among Dutch youth, this article argues that Dutch sex educational policies inhibit rather than encourage young people’s empowerment by allowing only a limited number of sexual knowledge building practices to thrive while making others nearly impossible. In order to facilitate young people’s empowerment, policies should aim to create space for young people to develop their own themes and priorities, to offer a multitude of perspectives, to set the pace and to use different strategies for sexual knowledge building, including learning by doing and online learning. This requires a cultural shift that involves both an openness to young people’s experimentation, and a change in existing power hierarchies based on age.  相似文献   

The battle for neutrality     

Vincent Kuitenbrouwer 《Media History》2019,25(4):400-413

Following the German invasion of the Netherlands in May 1940, a Dutch government in exile was set up in London. One of the most important activities of these exiles was to make propaganda against the Nazi’s and throughout the war they operated Radio Oranje (Radio Orange), a wireless station that broadcasted to the Netherlands using BBC-transmitters. Another part of the Dutch broadcasting outfit in England was a ‘listening service’ that made daily reports about Dutch-language radio broadcasts from Hilversum by the Nazi regime. This article draws from a complete, and previously unused, set of these monitoring reports to analyse the Dutch propaganda war in the ether. The source material reveals that notions of Dutch neutrality were central to the radio broadcasts at both sides of the North Sea. In addition, the reports show how the London broadcasters singled out and targeted specific Nazi propagandists whom they thought to be the most dangerous.  相似文献   

Steering Dynamics in the Dutch Education System     

Sietske Waslander  Edith Hooge  Tineke Drewes 《European Journal of Education》2016,51(4):478-494

Based on detailed empirical analyses, we paint a layered picture of emerging steering dynamics. Inspired by Foucault, we put the focus on roles stakeholders define both for themselves and others, how they give sense to policy, how they work together in policy elaboration and implementation, and the subtle and sometimes deceitful function of soft policy instruments such as information, communication, support and research. The policy to stimulate ‘schools as learning organisations' in secondary education in the Netherlands is used as a case study. The Dutch education system is one of the most decentralised en complex systems in the world. While central Government aims to turn schools into learning organisations, it has no formal responsibility nor any direct means of control in this area. The study draws information from (1) relevant government reports, policy documents and websites and (2) semi‐structured interviews with key actors. Data analysis consisted of data reduction through coding and memoing, data displays in tables and networks, and drawing and verifying conclusions. In the ground layer of the steering picture, we reconstruct how ‘schools as learning organisations' came to be a topic for Government policy. The next layer identifies 20 (networks of) actors who play a substantial role in steering. The mutual relationships between the main actors are manifold, while funding appears to be an important means for the Ministry to position actors in a steering network. A wide array of steering modes was identified. The last step in our analysis adds a dynamic element to the picture, as we look at how different actors interact, starting with how actors envision their own steering roles and the role of others. The non‐complementary role definitions that were identified in the documents, were confirmed in the interviews. Our results illustrate, in Foucault's terminology, different processes of responsibilisation and normalisation. Above all, the study illustrates that the theoretical framework provides a promising starting point for the empirical study of steering dynamics in complex education systems.  相似文献   

荷兰大学教师发展研究轨迹探析     

吴薇 《复旦教育论坛》2011,9(5)

20世纪60年代以来,荷兰的大学教师发展研究顺应了其教师教育研究的发展,走过了一条从稚嫩到相对成熟的发展之路,至今仍呈现出国际化水平不断提升的良好发展态势。本文对荷兰教师教育研究的历程作简要的回顾,在此基础上,以荷兰跨校教育研究中心和莱顿大学教师教育研究院为例,具体分析该国以研究促发展的大学教师发展研究的内容与特点。  相似文献   

The effects of integration and generation of immigrants on language and numeracy achievement     

Geert Driessen  Michael S. Merry 《Educational studies》2011,37(5):581-592

In many Western countries the pressure exerted on immigrants to integrate has become intense in recent years. Efforts to preserve their ethnic identity through multicultural recognition has now been replaced by the requirements of active civic participation and assimilation. Of course integration is considered important not only for the immigrant parents but also for their children. The central question in this article is whether there is a relationship between the degree of integration of the immigrant parents and the generation of their children on the one hand and the level of language and numeracy achievement of the children on the other. To answer this question we use data collected in 2008 from the Dutch COOL^5–18 cohort study. The information comes from more than 9000 immigrant and 16,000 indigenous children and their parents. The results show that as immigrant parents are better integrated and their children are of later generations, the language and numeracy skills of the children improve, though there remain large differences in achievement between different ethnic groups.  相似文献   

How does education have an impact on ethnocentrism? A structural equation analysis of cognitive,occupational status and network mechanisms     

Cecil Meeusen  Thomas de Vroome  Marc Hooghe 《Int J Intercult Relat》2013

Previous studies have distinguished cognitive, occupational status and network mechanisms in the relation between education and ethnocentrism. Hypotheses on these mediating mechanisms are derived from socialization theory, realistic group threat and contact theory. In the current study we use structural equation modeling to investigate the explanatory power of these three mechanisms simultaneously. The analysis is based on a representative population survey from the Netherlands (NELLS 2009, n = 1910). The results show that more than half of the initial association between education and ethnocentrism can be attributed to cognitive ability and occupational status mechanisms. The remaining part of the overall association, however, still has to be modeled as a direct relationship between education and ethnocentrism. This direct association can be attributed either to social desirability or to a direct liberalizing effect of education on social and political attitudes. Our analysis tentatively suggests that the rise of average education levels in Western societies might lead to less ethnocentric attitudes via the cognitive sophistication mechanism.  相似文献   

Meaningful participation for children in the Dutch child protection system: A critical analysis of relevant provisions in policy documents     

《Child abuse & neglect》2018

Policymakers are increasingly focusing on the participation of children in the child protection system (CPS). However, research shows that actual practice still needs to be improved. Embedding children’s participation in legislation and policy documents is one important prerequisite for achieving meaningful participation in child protection practice. In this study, the participation of children in the Dutch CPS under the new Youth Act 2015 is critically analyzed. National legislation and policy documents were studied using a model of “meaningful participation” based on article 12 of the UNCRC. Results show that the idea of children’s participation is deeply embedded in the current Dutch CPS. However, Dutch policy documents do not fully cover the three dimensions of what is considered to be meaningful participation for children: informing, hearing, and involving. Furthermore, children’s participation differs among the organizations included in the child protection chain. A clear overall policy concerning the participation of children in the Dutch CPS is lacking. The conclusions of this critical analysis of policy documents and the framework of meaningful participation presented may provide a basis for the embedding of meaningful participation for children in child protection systems of other countries.  相似文献   

Parents’ perceptions of parent–teacher relationship practices in Dutch primary schools – an exploratory pilot study     

Hélène Leenders  Carla Haelermans  Johan de Jong  Mélanie Monfrance 《Teachers and Teaching》2018,24(6):719-743

This paper shows how parents’ perceptions of parent–teacher relationship practices differ between different types of schools with respect to children’s special needs and the socio-economic status of these children. Using a questionnaire, we compare parents’ views from two special education schools, two at-risk schools serving low SES-children, and two mainstream primary education schools in the southern part of the Netherlands. The theoretical framework is based on Epstein’s Model of Parental Involvement. The results illustrate that parents and teachers in special education and at-risk schools are very much accustomed to ‘two-way communication’, in contrast to mainstream schools, and that this is valued highly by these parents. Furthermore, teachers in special and at-risk schools are more familiar with interacting with parents, involve them more in decision-making and more often co-ordinate homework practice with parents.  相似文献   

荷兰以“市场”为导向的教师教育改革述评     

姜勇  康永祥 《外国教育研究》2010,(4)

为提升教师教育的质量,应对教师数量短缺的问题,21世纪初,荷兰开始了师资培训的新一轮改革,倡导以市场为导向的教师教育变革。以市场为导向的教师教育改革赋予了中小学及教师在师资培训中的主导权。中小学更多地承担起师资培养与管理的责任。根据不同的教育理念,荷兰形成了4种不同的教师教育方案,即作为总的预备——基于课程的教师教育、作为总的预备——以能力为基础的教师教育、以市场为导向——基于课程的教师教育、以市场为导向——基于能力的教师教育。以市场为导向的教师教育对我国的师资培训改革有很好的启示意义。  相似文献