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Showing 1 to 15 of 17 results Save | Export
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Norqvist, Lars; Leffler, Eva – International Review of Education, 2017
This article offers insights into the practices of a non-formal education programme for youth provided by the European Union (EU). It takes a qualitative approach and is based on a case study of the European Voluntary Service (EVS). Data were collected during individual and focus group interviews with learners (the EVS volunteers), decision takers…
Descriptors: Foreign Countries, Informal Education, Educational Practices, Youth
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ter Avest, Ina – International Review of Education, 2017
To prepare Dutch students in education for critical situations in their professional life as a teacher, part of their training is to ask them to reflect upon their own experiences in their life as a child, a pupil and a student -- experiences of crucial moments or with significant others which are still of the utmost importance to them. This…
Descriptors: Foreign Countries, Preservice Teacher Education, Preservice Teachers, Teaching Methods
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van Dellen, Theo; Heidekamp, Ina – International Review of Education, 2015
This article focuses on the perceived freedom of Dutch employees to embark on workplace learning in terms of whether they feel it is "voluntary" or "compulsory". The paper is based on the findings of a large international explorative survey carried out by the Workplace Learning (WPL) Research Network (RN2) of the Asia-Europe…
Descriptors: Foreign Countries, Workplace Learning, Freedom, Employees
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de Greef, Maurice; Segers, Mien; Nijhuis, Jan; Lam, Jo Fond; van Groenestijn, Mieke; van Hoek, Frans; van Deursen, Alexander J. A. M.; Bohnenn, Ella; Tubbing, Marga – International Review of Education, 2015
Besides work-oriented training, most Dutch adult learning courses of formal and non-formal education focus on three basic skills: literacy, numeracy and problem solving in technology-rich environments. In the Netherlands, the Ministry of Education, Culture and Science recently initiated the development of a new adult education framework concerning…
Descriptors: Literacy, Numeracy, Technological Literacy, Guidelines
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van de Werfhorst, Herman G. – International Review of Education, 2014
Changing labour markets, increased calls for selection and excellence, and increased diversity and individualisation have repercussions on how educational systems can prepare youth for work, optimise knowledge production, achieve equality of opportunity, and socialise students into active civic engagement. This paper discusses four central tasks…
Descriptors: Social Change, Foreign Countries, Labor Market, Education Work Relationship
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Driessen, Geert; van Langen, Annemarie – International Review of Education, 2013
A moral panic has broken out in several countries after recent studies showed that girls were outperforming boys in education. Commissioned by the Dutch Ministry of Education, the present study examines the position of boys and girls in Dutch primary education and in the first phase of secondary education over the past ten to fifteen years. On the…
Descriptors: National Competency Tests, Primary Education, Foreign Countries, Effect Size
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Broeder, Peter; Stokmans, Mia – International Review of Education, 2013
While reading behaviour of adolescents is a frequent object of research, most studies in this field are restricted to a single country. This study investigates reading as a leisure-time activity across social groups from three regions differing in reading tradition as well as in the facilities available for reading. The authors analyse the reading…
Descriptors: Adolescents, Socialization, Reading Attitudes, Social Influences
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Driessen, Geert – International Review of Education, 2007
Since the mid-1990s, considerable concern has been expressed about the feminization of education. The underlying assumption is that the increasing number of female teachers is leading to a lack of male role models, which may then have negative consequences for the achievement and behaviour of boys in particular. For this reason, policy is…
Descriptors: Role Models, Elementary Education, Gender Differences, Males
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Teelken, Christine; Driessen, Geert; Smit, Frederik – International Review of Education, 2005
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…
Descriptors: Foreign Countries, Admission Criteria, Case Studies, School Choice
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Blok, Henk – International Review of Education, 2004
Although home education is a growing phenomenon in many Western countries, it is almost non-existent in the Netherlands. Under Dutch educational law, children must be educated in the school system. Home schooling is thought to endanger children's development. This study examines--primarily American--analyses of performance in home schooling. Its…
Descriptors: Foreign Countries, Tutoring, Home Schooling, Educational Quality
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Driessen, Geert W. J. M. – International Review of Education, 2001
Using Bourdieu's theory of cultural capital, which explains how social class influences transmission of educational inequality, this article questions the extent to which various forms of capital also apply to ethnic minorities. Discusses a study of Dutch, Surinamese, Turkish, and Moroccan students, which found that there was no mediating effect…
Descriptors: Capital, Cultural Differences, Educational Discrimination, Educationally Disadvantaged
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van Tongeren, Paul – International Review of Education, 1982
Describes the growth of groups and organizations in the Netherlands that focus on needs of Third World countries. Points out agencies and groups active in development education. (RH)
Descriptors: Foreign Countries, Program Development
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Driessen, Geert; Dekkers, Hetty – International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de l'Education, 1997
Describes the Educational Priority Policy (EPP), implemented in the Netherlands in 1985 to reduce the educational disadvantage of socioeconomically challenged students. Describes an EPP evaluation that examined the impact of gender, social class, and ethnic background on test performance. Social class and immigrant status were found to…
Descriptors: Academic Achievement, Cultural Background, Cultural Context, Disadvantaged
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Pijl, Sip J. – International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de Pedagogie, 1992
Describes a Dutch study of the daily evaluation procedures and instructional decisions of 50 regular and special education teachers over six weeks. Teachers evaluated virtually all the tasks assigned to students, most informally, but did not deviate from their instructional plans on the basis of evaluation results. (DMM)
Descriptors: Elementary Education, Individualized Instruction, Learning Disabilities, Nongraded Student Evaluation
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Pijl, Ysbrand J.; Pijl, Sip J. – International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de l'Education, 1998
Synthesize findings from 31 studies on differences between pupils in regular primary education and those in special education in the Netherlands to determine whether the number of special-education placements can be reduced. Finds that pupils in regular education and special education differ in achievement and general intelligence. Contains 29…
Descriptors: Academic Achievement, Educational Needs, Educationally Disadvantaged, Foreign Countries
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