Search Results - (Author, Cooperation:G. Van)

2018-07-27

If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument - the Inventory Powerful Learning Environments in Vocational Education - to measure students’ preferences on characteristics of powerful learning environments in vocational education. We investigated whether student preferences on the design of their learning environments are in line with what is described in the literature as beneficial for learning. Data of 544 students show that the preferences of students support most characteristics of PLEs in vocational education. Looking through the eyes of students, teachers have to challenge their students and encourage them to take their learning in their own hands. Adaptive learning support is needed. Remarkable, students do not prefer having reflective dialogues with teachers or peers.

Bildung und Erziehung ; Education ; secondary vocational education; characteristics of powerful learning environments; student perceptions and preferences, survey ; Vocational Training, Adult Education ; Bildungswesen quartärer Bereich, Berufsbildung ; Motivation ; Bildungsmotivation ; Präferenz ; Lernumgebung ; Berufsbildung ; Lernen ; Messung ; Einstellung ; attitude ; preference ; learning environment ; educational motivation ; measurement ; vocational education ; motivation ; learning ; 10600

journal article, Zeitschriftenartikel

2020-12-11

Before the COVID-19 pandemic, the European Union (EU) was neither a strong pro­moter of global health nor a strong supporter of the World Health Organization (WHO). The Global Health Council Conclusions from 2010 were never comprehensively implemented and quickly forgotten. With the pandemic greatly affecting EU member states, the EU is increasingly interested in upholding multilateral cooperation in the global health field. Therefore, the EU should aim for an upgrading of the EU’s status in WHO, the establishment of a global health unit in the European External Action Service (EEAS), and an overhaul of the formal relationship between the European Com­mission and WHO. (Autorenreferat)

Politikwissenschaft ; Political science ; Europäische Union; World Health Organization; Internationaler Akteur; Mitwirkung bei internationalem Akteur; Europäischer Auswärtiger Dienst; Gesundheitspolitik; Internationale Zusammenarbeit im Gesundheitswesen; Epidemie/Pandemie; COVID-19; Geopolitische Faktoren; Status und Rolle im internationalen System ; Europapolitik ; European Politics ; 10500

comment, Stellungnahme

2018-07-27

The aim was to investigate the contribution of familial risk to externalizing behaviors (FR-EXT), perceived parenting styles, and their interactions to the prediction of externalizing behaviors in preadolescents. Participants were preadolescents aged 10–12 years who participated in TRAILS, a large prospective population-based cohort study in the Netherlands (N = 2,230). Regression analyses were used to determine the relative contribution of FR-EXT and perceived parenting styles to parent and teacher ratings of externalizing behaviors. FR-EXT was based on lifetime parental externalizing psychopathology and the different parenting styles (emotional warmth, rejection, and overprotection) were based on the child’s perspective. We also investigated whether different dimensions of perceived parenting styles had different effects on subdomains of externalizing behavior. We found main effects for FR-EXT (vs. no FR-EXT), emotional warmth, rejection, and overprotection that were fairly consistent across rater and outcome measures. More specific, emotional warmth was the most consistent predictor of all outcome measures, and rejection was a stronger predictor of aggression and delinquency than of inattention. Interaction effects were found for FR-EXT and perceived parental rejection and overprotection; other interactions between FR-EXT and parenting styles were not significant. Correlations between FR-EXT and perceived parenting styles were absent or very low and were without clinical significance. Predominantly main effects of FR-EXT and perceived parenting styles independently contribute to externalizing behaviors in preadolescents, suggesting FR-EXT and parenting styles to be two separate areas of causality. The relative lack of gene–environment interactions may be due to the epidemiological nature of the study, the preadolescent age of the subjects, the measurement level of parenting and the measurement level of FR-EXT, which might be a consequence of both genetic and environmental factors.

Psychology ; Psychologie ; Externalizing behavior; Familial risk; Perceived parenting style; Gene–environment; Correlation; Gene–environment interaction ; Entwicklungspsychologie ; Developmental Psychology

journal article, Zeitschriftenartikel

2023-01-30

The often-posed claim that Europe is a pessimistic continent is not unjustified. In 2012, 53 percent of European Union (EU) citizens were pessimistic about their country. Surprisingly, however, societal pessimism has received very little scientific attention. In this article, we examine to what extent political and economic factors drive societal pessimism. In terms of political factors, we expect that supranationalization, political instability, and corruption increase societal pessimism, as they diminish national political power and can inspire collective powerlessness. Economically, we expect that the retrenchment of welfare state provisions and economic decline drive societal pessimism, as these developments contribute to socioeconomic vulnerability. We assess the impact of these political and economic factors on the level of societal pessimism in the EU, both cross-nationally and over time, through multilevel analyses of Eurobarometer data (13 waves between 2006 and 2012 in 23 EU countries). Our findings show that the political factors (changes in government, corruption) primarily explain cross-national differences in societal pessimism, while the macro-economic context (economic growth, unemployment) primarily explains longitudinal trends within countries. These findings demonstrate that, to a large extent, societal pessimism cannot be viewed separately from its political and economic context.

Politikwissenschaft ; Political science ; societal pessimism; Eurobarometer 66.1 (Sep-Oct 2006); Eurobarometer 68.1 (Sept.-Nov. 2007); Eurobarometer 69.2 (Mar.-May 2008); Eurobarometer 70.1 (Oct.-Nov. 2008); Eurobarometer 71.1 (Jan.-Feb. 2009); Eurobarometer 71.3 (Jun.-Jul. 2009); Eurobarometer 72.4 (Oct.-Nov. 2009); Eurobarometer 73.4 (May 2010); Eurobarometer 74.2 (Nov. 2010); Eurobarometer 75.3 (May 2011); Eurobarometer 76.3 (Nov. 2011); Eurobarometer 77.3 (May 2012); Eurobarometer 78.1 (Nov. 2012) ; Allgemeines, spezielle Theorien und Schulen, Methoden, Entwicklung und Geschichte der Politikwissenschaft ; Basic Research, General Concepts and History of Political Science ; Wirtschaftskrise ; politische Stabilität ; Supranationalität ; Pessimismus ; politische Faktoren ; ökonomische Faktoren ; Korruption ; Mehrebenenanalyse ; Eurobarometer ; EU ; economic crisis ; political stability ; supranationality ; pessimism ; political factors ; microeconomic factors ; corruption ; multi-level analysis ; 10500 ; 10200

Zeitschriftenartikel, journal article

2021-08-20

Selectivity of migration varies significantly between ethnic/origin country groups, and between the destination countries which these groups have migrated to. Yet, little comparative research has measured empirically how selective different migrant groups are in multiple destination countries, nor has research studied whether the selectivity of migration is related to the magnitude of ethnic inequalities among the children of migrants in Western societies. We present an empirical measure of educational selectivity of migrants from many different origin countries having migrated to ten different destination countries. We examine whether selective migration of a particular ethnic group in a particular destination country is related to the gap between their children’s and native children’s educational outcomes. We find that the disadvantage in educational outcomes between the second generation and their peers from majority populations is smaller for ethnic groups that are more positively selected in terms of educational attainment. We also find some evidence that the effect of selective migration is moderated by the integration policies or tracking arrangements in the educational system in the destination country.

Sozialwissenschaften, Soziologie ; Soziologie, Anthropologie ; Social sciences, sociology, anthropology ; Sociology & anthropology ; ZA3440 v1.0.0: International Social Survey Programme: Environment II - ISSP 2000; ZA4950 v2.2.0: International Social Survey Programme: Religion III - ISSP 2008; ZA5400 v3.0.0: International Social Survey Programme: Social Inequality IV - ISSP 2009; selective migration; integration policies ; Migration ; Bildungs- und Erziehungssoziologie ; Migration, Sociology of Migration ; Sociology of Education ; Mikrozensus ; ISSP ; Ethnizität ; Bildungsungleichheit ; Migrant ; Integration ; zweite Generation ; Integrationspolitik ; microcensus ; ethnicity ; educational inequality ; migrant ; migration ; integration ; second generation ; integration policy

Zeitschriftenartikel, journal article

2021-07-05

Country-case studies examining the relation between curricular tracking (ability sorting) in secondary education and civic and political engagement (CPE) have led to mixed findings. This calls for a comparative approach. Thus far, as a result of the available data, comparative studies examining the effect of curricular tracking on civic engagement have been cross-sectional in nature. In this paper, we introduce a longitudinal approach by drawing from two cross-sectional surveys with identical CPE measures for the same birth cohort before and after tracking (CIVED 1999, ISSP 2004 and EVS 2008). We examine the relation between the duration of curricular tracking and the development of CPE between the age of 14 and young adulthood in 25 countries. The results show that a longer tracked curriculum is negatively related to the development of civic and political engagement, particularly at the lower part of the distribution. Moreover, we find that the negative relation between length of the tracked curriculum and CPE is mediated by enrolment rates for higher education. This result suggests that tracking does not directly negatively affect civic and political engagement, but does so because it is associated with reduced participation in higher education.

Sociology & anthropology ; Political science ; Politikwissenschaft ; Soziologie, Anthropologie ; Civic and political engagement; curricular tracking; education systems; higher education enrolment; social inequality; comparative study; Civic Education Study (CIVED) 1999; ZA3950: International Social Survey Programme: Citizenship - ISSP 2004; ZA4800: European Values Study 2008: Integrated Dataset (EVS 2008) ; Bildungs- und Erziehungssoziologie ; politische Willensbildung, politische Soziologie, politische Kultur ; Sociology of Education ; Political Process, Elections, Political Sociology, Political Culture ; bürgerschaftliches Engagement ; politische Aktivität ; Sekundarbereich ; junger Erwachsener ; Längsschnittuntersuchung ; Bildungswesen ; ISSP ; Lehrplan ; Jugendlicher ; EVS ; vergleichende Forschung ; soziale Ungleichheit ; longitudinal study ; adolescent ; young adult ; political activity ; syllabus ; education system ; social inequality ; secondary education ; comparative research ; citizens' involvement

journal article, Zeitschriftenartikel

2021-02-09

Vor der Covid‑19-Pandemie galt die Europäische Union (EU) weder als Motor für globale Gesundheit noch als bedeutende Unterstützerin der Weltgesundheits­organisation (WHO). 2010 verabschiedete der Rat der EU Schlussfolgerungen zur Rolle der Union im Bereich globaler Gesundheit; sie gerieten in Vergessenheit und wurden nie umfassend umgesetzt. Da einige EU-Mitglied­staaten zu den besonders von der Pandemie betroffenen Ländern gehören, ist die EU verstärkt an multilateraler Zusammenarbeit auf dem Gebiet der globalen Gesundheit interessiert. Drei Dinge könnten dafür hilfreich sein: eine Auf­wertung ihres Status in der WHO, die Einrichtung eines Referats für globale Gesundheit im Europäischen Auswärtigen Dienst (EAD) sowie eine Überarbeitung der formellen Beziehungen zwischen EU und WHO. (Autorenreferat)

Sozialwissenschaften, Soziologie ; Internationale Beziehungen ; Social sciences, sociology, anthropology ; International relations ; Europäische Union; World Health Organization; Internationaler Akteur; Mitwirkung bei internationalem Akteur; Europäischer Auswärtiger Dienst; Gesundheitspolitik; Internationale Zusammenarbeit im Gesundheitswesen; Epidemie/Pandemie; COVID-19; Geopolitische Faktoren; Status und Rolle im internationalen System ; Gesundheitspolitik ; internationale Beziehungen, Entwicklungspolitik ; Health Policy ; International Relations, International Politics, Foreign Affairs, Development Policy ; 10500

Stellungnahme, comment

2018-07-25

We examine to what extent ethnicity affects academic ability measured in the first year of secondary school and secondary school type in the Netherlands. We focus on second-generation immigrants. The empirical results indicate that academic ability (both in mathematics and language) is not affected by ethnicity, independent of parents' occupation, education, and resources. On a bi-variate level, children of Turkish and Moroccan immigrants in the Netherlands are found relatively often in lower tracks in secondary school. This relationship is fully driven by social class and merit, operationalized as including ability and effort. Moreover, children of Turkish, Surinamese and Antillean migrants are, relative to Dutch children from similar backgrounds and merit, more often found in higher tracks in secondary school. However, given the very skewed distribution of educational attainment of immigrants, it is questionable whether `class versus ethnicity models' can accurately compare achievements of native and immigrant children in the Netherlands.

Sociology & anthropology ; Social sciences, sociology, anthropology ; Primary education (elementary education) ; Sozialwissenschaften, Soziologie ; Primar- und Elementarbildung ; Soziologie, Anthropologie ; education; ethnic minorities; meritocracy; social class; ; Migration, Sociology of Migration ; Primary Education Sector ; Sociology of Education ; Bildungs- und Erziehungssoziologie ; Bildungswesen Primarbereich ; Migration

journal article, Zeitschriftenartikel

2018-07-27

Background: Accumulating evidence indicates that there is a rich and varied interplay between persons and their environments, which strongly suggests that this involves gene-environment correlations and interactions. We investigated whether familial risk (FR) to externalizing behaviors and prenatal and perinatal risk factors, separately or in interaction with each other, predicted externalizing behaviors. Methods: The subjects were 10- to 12-year-old preadolescents who were taking part in TRAILS, a large prospective population-based cohort study (N = 2,230). Regression analyses were used to determine the relative contribution of FR and prenatal and perinatal risks to parent and teacher ratings of inattention, hyperactivity/impulsivity aggression, and delinquency. Results: Regression models explained between 6 and 11% of the variance of externalizing behaviors. We found main effects of FR (vs. no FR), macrosomia (birth weight 〉 4,500 g), maternal prenatal smoking (MPS), pregnancy and delivery complications (PDCs), and gender that were rather consistent across rater and outcome measures. For some outcome measures, the effect of MPS and PDCs depended on the presence of FR. These included both positive and negative interaction effects. Correlations between FR and prenatal and perinatal risks were significant but rather low. Conclusions: Both main effects and interaction effects of FR and prenatal and perinatal risks contributed to externalizing behaviors in preadolescents, but all effects were of small size. Further research including use of candidate gene polymorphisms is necessary to identify the underlying neurobiological mechanisms of these main and interaction effects.

Sociology & anthropology ; Soziologie, Anthropologie ; externalizing behavior; familial risk; prenatal and perinatal risks; gene-environment interaction ; Medizinsoziologie ; Medical Sociology

journal article, Zeitschriftenartikel

article

2003

Einstellung (Psy) ; Curriculum ; Lehre ; Mobilität ; Unternehmensführung ; Ausbildungsprogramm ; Studium ; Studienerfolg ; Studienverlauf ; Managementausbildung ; Bewertung ; Effektivität ; Effizienz ; Flexibilität ; Praxisbezug ; Student ; Ausland ; Niederlande

Higher education, Bd. 45 (2003) H. 3, S. 281-305, 0018-1560

1573-174X

English

Literaturangaben 18, Tabellen 2

Online

2022

Bildungsertrag ; Sekundarstufe II ; Gymnasium ; Sekundarbereich ; Schullaufbahnentscheidung ; Peer Group ; Einkommenseffekt ; Berufsausbildung ; Ausbildungswahl ; Studium ; Auswirkung ; Jugendlicher ; Dänemark

Social science research, Bd. 102 (2022) H. Art. 102629,, 0049-089X

1096-0317

English

Online

2022

Multimedia ; Referendar ; Lernen ; Lehren ; Videoaufzeichnung ; Klassenführung ; Benutzerführung ; Training

International journal of educational technology in higher education, Bd. 19 (2022) H. 1, 29 S., 2365-9440

English

article

2024

Bildung ; Bildungsbeteiligung ; Bildungschance ; Bildungsexpansion ; Chancengleichheit ; Intergenerationenmobilität ; Leistungsgesellschaft ; Statusmobilität ; Soziale Herkunft ; Soziale Mobilität ; Sekundarstufe I ; Sekundarstufe II ; Bildungsabschluss ; Soziale Gerechtigkeit ; Berufliche Mobilität ; Berufliche Stellung ; Hochschulbildung ; Internationaler Vergleich ; Auswirkung ; Welt

American sociological review, Bd. 89 (2024) H. 6, S. 1181-1213, 0003-1224

1939-8271

English

book

2005

Humankapital ; Bildungsinvestition ; Finanzierung ; Finanzmarkt ; Investition ; Markt ; Marktform ; Markttheorie ; Studium ; Studienfinanzierung ; Arbeitspapier

English

book

2013

Fallstudie ; Kognition ; Lernen ; Lernumgebung ; Beispiel ; Unterrichtsgestaltung ; Unterrichtsinhalt ; Lernsoftware ; Lernspiel ; Programmierung ; Soziale Software ; Neurowissenschaften ; Training ; Netzwerk ; Internet

English

Literatur- und URL-Angaben S. 304-323

article

2011

Empirische Forschung ; Fragesatz ; Morphosyntax ; Sprachfertigkeit ; Erstsprache ; Englisch als Zweitsprache ; Niederländisch ; Leseübung

International review of applied linguistics in language teaching, Bd. 49 (2011) H. 3, S. 195-219, 0019-042X

English

Anhang, Anmerkungen 7, Tabellen 5

article

2016

Soziale Herkunft ; Zweite Generation ; Diskriminierung ; Humankapital ; Sozialkapital ; Arbeitsmarktchance ; Berufliche Integration ; Qualifikation ; Benachteiligung ; Ausländer ; Herkunftsland ; Marokko ; Niederlande ; Türkei

Journal of ethnic and migration studies, Bd. 42 (2016) H. 1, S. 69-87, 1369-183X

1469-9451

English

article

2007

Humankapital ; Produktivität ; Berufseintritt ; Qualifikation ; Schlüsselqualifikation ; Niederlande

Economics of education review, Bd. 26 (2007) H. 3, S. 375-386, 0272-7757

English

book

1985

Grundschule ; Unterrichtsforschung

German

1. Het survey-gedeelte. - 1985. - 86, 78 S.; 2. Case- studies naar het functioneren van onderwijsbegeleiding op de basisschool. - 1985. - 65, 8, 46 S.

book

1992

Dutch