People with migration background still score alarmingly low on the Dutch labor market compared to Dutch natives. However, this is much less so for migrants who hold social relationships with Dutch natives. The literature assumes that Dutch natives transfer system knowledge about the Dutch labor market to people with migration background which is crucial for their job-seeking process. However, this assumption has never been empirically tested. In this project I examine if contact to Dutch natives indeed increase migrants’ knowledge of the Dutch labor market, thereby positively influencing migrants’ chances on the labor market.

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Little is known about the scaffolding process and the way teachers could transfer responsibility for the learning process of students. Exploratory and quasi-experimental studies are used to examine the scaffolding technique of prompting during teacher- student feedback conversations concerning bachelor thesis research in higher education.

Classroom encounters in which different perspectives unproductively clashes are increasing, even though higher education should be the very place where diverging perspectives lead to new ideas, insights, and ways of thinking. However, education aimed at skills, knowledge, and attitudes for students and teachers to engage in open dialogues are limited. This innovation project aims to teach students and teachers how to take different perspectives and engage in open dialogues by using creative educational activities (i.e., games, design process, dialogical art). Furthermore, institutional change for a culture of open dialogue will be stimulated by media and art.

Good motor development is important for growing up healthy and active. Pediatric physiotherapists (PPTs) assist many babies who do not learn to move naturally. For effective treatment, parents are indispensable as they spend most of their time with their babies and determine which exercise experiences they offer. That is why it is important for PPTs to know the thoughts, ideas, and actions of parents concerning movement and to incorporate these in the intervention. In the PEBBLES project, parents, PPTs, and co-designers will jointly develop tools that map out Parental Beliefs & Practices for PPT practice.