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Education --- #SBIB:316.334.1O212 --- 720 Onderwijs --- Nederland --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Economic aspects --- Onderwijsbeleid: nationaal --- Educational sciences --- Netherlands --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training
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In dit boek maken de auteurs de balans op van drie decennia onderwijssociologie. Het boek opent met een bijdrage van Jules Peschar, waarin hij een fraai overzicht geeft van dertig jaar onderwijssociologie. Daarna wordt stilgestaan bij de thema's die Peschar aanroert, te beginnen met het onderzoek naar ongelijke onderwijskansen en het achterstandenbeleid. Aandacht is er ook voor de onderwijskansen van migrantenkinderen, zowel in Nederland als ver daarbuiten. Hierna verschuift de aandacht naar hernieuwde thema's omtrent burgerschap en sociale cohesie, en wordt ingegaan op de relatie tussen onderzoek, beleid en het onderwijs. Tot slot wordt een geheel nieuw perspectief geschetst voor de onderwijssociologie in de toekomst.
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#SBIB:316.334.1O340 --- S2006678.JPG --- onderwijssociologie --- Onderwijs en sociale verandering, onderwijs en samenleving --- 371 --- Educational sociology --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Aims and objectives
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In the last three decennia, many governments have introduced market mechanisms in education. They have done so by enhancing parental choice and encouraging school competition, through policies like abolishing catchment areas, creating voucher programmes and setting up charter schools. These market mechanisms have given rise to fierce debates in both political and scientific circles. However, most prior reviews of research literature in this area have concluded that the effects of market mechanisms in education are small, if they are found at all. This review tries to answer the question why that is the case, by analysing the causal pathways that link market mechanisms to educational outcomes and by reviewing the empirical evidence for each step along those causal pathways. The findings of this review point to the need for a nuanced and qualified discussion about market mechanisms in education. What market mechanisms mean in actual practice strongly depends on (local) contexts, while the impact of market mechanisms is related to other policies impacting on parental choice behaviour as well as actions taken by schools.
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Dit tweeluik is de uitkomst van het eerste deelproject van de studie 'Sturen met Ruimte' naar regionale sturingsnetwerken in het onderwijs. In het eerste deelproject van deze studie zijn we nagegaan wat zoal wordt verstaan onder 'de regio', hoe de regio conceptueel kan worden afgebakend, wat 'de regio' betekent als bestuurlijk schaalniveau en hoe de overheid ermee kan sturen. Hiervoor hebben we twee dingen gedaan: ten eerste het uitvoeren van een systematische internationale literatuurstudie en ten tweede het analyseren van het beleidsdiscours van de overheid over 'de regio in het Nederlandse onderwijs'. Bij zowel de literatuurstudie als de beleidsanalyse zijn we open en inductief te werk gegaan door de bronnen - respectievelijk wetenschappelijke (onderzoeks-)literatuur en beleidsdocumenten - zoveel mogelijk zelf te laten 'spreken'. We deden dat door op een systematische manier de bronnen te zoeken en te selecteren, de inhoud ervan in kaart te brengen, die te ordenen om vervolgens tot bevindingen te komen. This diptych is the result of the first subproject of the study 'Steering with Space' on regional steering networks in education. In the first subproject of this study, we investigated what is meant by "the region", how the region can be conceptually, what "the region" means as an administrative scale level and how the government can use it to can steer with it. For this purpose, we did two things: firstly, we conducted a systematic international literature study and Firstly, we conducted a systematic international literature study and secondly, we analysed the government's policy discourse on the region. Secondly, we analysed the government's policy discourse on 'the region in Dutch education'. In both the literature study and the policy analysis, we proceeded openly and inductively by examining the sources - scientific (research) literature and policy documents, respectively - by allowing them to "speak for themselves" as much as possible. We did this by systematically searching for and selecting the sources, mapping their contents, ordering them, and then arriving at findings.
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In the last three decennia, many governments have introduced market mechanisms in education. They have done so by enhancing parental choice and encouraging school competition, through policies like abolishing catchment areas, creating voucher programmes and setting up charter schools. These market mechanisms have given rise to fierce debates in both political and scientific circles. However, most prior reviews of research literature in this area have concluded that the effects of market mechanisms in education are small, if they are found at all. This review tries to answer the question why that is the case, by analysing the causal pathways that link market mechanisms to educational outcomes and by reviewing the empirical evidence for each step along those causal pathways. The findings of this review point to the need for a nuanced and qualified discussion about market mechanisms in education. What market mechanisms mean in actual practice strongly depends on (local) contexts, while the impact of market mechanisms is related to other policies impacting on parental choice behaviour as well as actions taken by schools.
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Dit tweeluik is de uitkomst van het eerste deelproject van de studie 'Sturen met Ruimte' naar regionale sturingsnetwerken in het onderwijs. In het eerste deelproject van deze studie zijn we nagegaan wat zoal wordt verstaan onder 'de regio', hoe de regio conceptueel kan worden afgebakend, wat 'de regio' betekent als bestuurlijk schaalniveau en hoe de overheid ermee kan sturen. Hiervoor hebben we twee dingen gedaan: ten eerste het uitvoeren van een systematische internationale literatuurstudie en ten tweede het analyseren van het beleidsdiscours van de overheid over 'de regio in het Nederlandse onderwijs'. Bij zowel de literatuurstudie als de beleidsanalyse zijn we open en inductief te werk gegaan door de bronnen - respectievelijk wetenschappelijke (onderzoeks-)literatuur en beleidsdocumenten - zoveel mogelijk zelf te laten 'spreken'. We deden dat door op een systematische manier de bronnen te zoeken en te selecteren, de inhoud ervan in kaart te brengen, die te ordenen om vervolgens tot bevindingen te komen. This diptych is the result of the first subproject of the study 'Steering with Space' on regional steering networks in education. In the first subproject of this study, we investigated what is meant by "the region", how the region can be conceptually, what "the region" means as an administrative scale level and how the government can use it to can steer with it. For this purpose, we did two things: firstly, we conducted a systematic international literature study and Firstly, we conducted a systematic international literature study and secondly, we analysed the government's policy discourse on the region. Secondly, we analysed the government's policy discourse on 'the region in Dutch education'. In both the literature study and the policy analysis, we proceeded openly and inductively by examining the sources - scientific (research) literature and policy documents, respectively - by allowing them to "speak for themselves" as much as possible. We did this by systematically searching for and selecting the sources, mapping their contents, ordering them, and then arriving at findings.
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Educational indicators. --- Academic achievement --- Indicateurs éducationnels --- Succès scolaire --- Evaluation. --- Evaluation --- -Educational indicators --- #A9710A --- AA / International- internationaal --- 658.301 --- 332.86 --- 351.3 --- 470 --- Educational indicators --- Education --- Educational accountability --- Academic underachievement --- Achievement, Academic --- Educational achievement --- Scholastic achievement --- Scholastic success --- School achievement --- Student achievement --- Underachievement, Academic --- Performance --- Success --- Beroepsselectie. Functieanalyse. --- Beroepsvorming en -keuze. Kredieturen. --- Openbaar bestuur: onderwijs. --- Openbaar onderwijs: algemeenheden. --- Indicateurs éducationnels --- Succès scolaire --- Beroepsvorming en -keuze. Kredieturen --- Openbaar bestuur: onderwijs --- Openbaar onderwijs: algemeenheden --- Beroepsselectie. Functieanalyse --- Academic performance --- Academic progress --- Academic success --- Achievement, Scholastic --- Achievement, Student --- Performance, Academic --- Progress, Academic --- School success (Academic achievement) --- Success, Academic --- Success, School (Academic achievement) --- Success, Scholastic
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