-

Not attending school has a wide range of causes and circumstances for which care was traditionally sought after dropout but these children and youngsters simultaneously need care and education. Educational care experiments offer cross-sectoral intervention and education with options to derogate from regulations posing obstacles to overcome for learners after breakdown. In monitoring learner-related data we obtain detailed pictures of the pupils participating in the various experiments, next to what promises to work in the experiments. We statistically examine characteristics of both learners and experiments, learners’ educational and care history, and use trajectory once they have enrolled into the experiments.

Schoolleiders en leraren hebben in een eerder NRO-project ervaring opgedaan in de ontwikkeling van hun school als professionele leergemeenschap (PLG). Zij zetten interventies in waardoor medewerkers leren van en met elkaar, zoals via intercollegiale observatie, kennisdeling en samenwerking. Scholen merken dat zij ervaring en expertise missen in hoe zij hun ontwikkeling blijvend kunnen stimuleren. Wetenschappelijk onderzoek naar duurzame schoolontwikkeling is schaars. Het doel van onderhavig onderzoeksproject is het verkrijgen van inzicht in de duurzame ontwikkeling van de school als PLG, met een focus op de acties die scholen hiertoe kunnen ondernemen en de processen die hierdoor in gang worden gezet.

Dit project concentreert zich op de vraag: “Wat leveren specifieke doorlopende leerlijnen (vmbo-mbo-hbo) in de beroepskolom techniek en groen op voor de doorstroom van getalenteerde leerlingen qua kwaliteit, efficiëntie, aantrekkelijkheid en doelmatigheid?” Hierbij gaan we dieper in op de wijze van selectie van getalenteerde leerlingen, eisen aan de inrichting van het curriculum, competenties van betrokken docenten, opbrengsten qua instroom, doorstroom en uitval voor leerlingen en voor bedrijven. Uiteindelijk levert dit een overzicht van de opbrengsten/lessons learned voor opleidingen. De consortiumpartners werken in ‘co creatie’ binnen groen en techniek, onderzoeken zo hun eigen praktijk, en zetten deze af tegen een andere sector.

The research proposal focuses on language and mathematics proficiency development and the development of wellbeing of immigrant children, including children of refugees, in primary and secondary education who start their Dutch educational track in grade three or higher. Research questions concern differences in growth in wellbeing and in Dutch language and mathematics proficiency between different groups of native and immigrant children and the extent to which immigrant children over time do or do not bridge the proficiency gap they have at the outset compared to the native Dutch students. Also characteristics of immigrant students that predict wellbeing and proficiency growth and the effectiveness of didactic approaches in the education of migrants are investigated both during the preparatory Dutch language education and during the (transition to) regular education students move on to after the preparatory language education. Extra attention is given to the effects of traumatic experiences of refugees and other students on wellbeing and learning gains and whether specific ways of dealing with these traumas remediate negative effects. Possibilities for monitoring educational progress and wellbeing of immigrant children using data sampled by governmental institutions are investigated as well. Questionnaire data combined with data from a nationwide educational monitor are analyzed using hierarchical growth modeling with repeated measurements nested within individuals, nested within classes, nested within schools. In addition problems in the education for immigrants experienced by the immigrant children and their parents and teachers and possible solutions for these problems are investigated using qualitative research methods (interviews and Delphi research).