Child rearing and the neuroticization of parenting: the case of The Netherlands     

Leendert F. Groenendijk  Nelleke Bakker 《History of education》2013,42(6):571-588

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A survey of talent identification and development processes in the youth academies of professional soccer clubs from around the world     

Paul R. Ford  Juan Luis Delgado Bordonau  Daniele Bonanno  José Tavares  Corne Groenendijk  Cristina Fink 《Journal of sports sciences》2020,38(11-12):1269-1278

ABSTRACT

Talent identification (TID) and development (TDE) are large fields in professional soccer and in science. However, TID and TDE processes in youth academies have not been assessed in detail. As such, our aim was to survey professional clubs from around the world about their youth academy TID and TDE processes, with 29 clubs responding to the survey. TID and TDE processes changed as a function of player age. TID processes involved finding the best players locally and regionally, but for older players the search widened to nationally and internationally for the needs of the first team. Clubs used a multidisciplinary approach to TID, but more so with older players. Median number of academy players was 80, 100, and 66 players at 8–11 years, 12–16 years, and 17–21 years, respectively. Annual player turnover in the most recent season (selections/de-selections) was 29% across all age groups, with competition from other clubs cited as a limitation to TID. TDE processes involved weekly matches and 3–5 training sessions per week led by experienced, well-qualified coaches, with most clubs providing players with academic education, residency and transportation services. Our findings extend previous research assessing professional soccer youth academy TID and TDE processes by quantifying worldwide practices.  相似文献   

Self‐Assessment in Art Education through a Visual Rubric     

Talita Groenendijk  Andrea Krpti  Folkert Haanstra 《The International Journal of Art & Design Education》2020,39(1):153-175

A tool for self assessment in secondary art education was developed and tested. The tool includes rubrics for assessing production and reception activities in art education and consists of visual and text rubrics. The criteria in the rubrics are based on the Common European Framework of Reference for Visual Literacy which was developed by The European Network of Visual Literacy (ENViL). The way teachers and students use the rubrics, whether they consider them helpful and to what extent students’ self‐assessments are in line with teacher assessments was studied. It was concluded that teachers work with the rubrics intensively and both students and teachers appreciate its visual form. However, it was found that the agreement between teachers and students about the students’ scores was moderate and needed to improve. The results show that it is untrue that students, or boys in particular, overestimate their own performance in art education. The current study contributes to the development of feasible and valid assessment criteria and instruments in secondary art education.  相似文献