Summary

The goal of the Kenniswerkplaats Diversiteit is to answer research questions schools in the Hague have in collaboration with the schools. The aim is to offer all children the same opportunities to develop through education.

Research and design are becoming more and more important in international science education. In The Netherlands, two recently introduced subjects focus on research and design activities in the classroom: O&O (research and design) and NLT (nature, life and technology). This research aims to look at what…

This thesis explored the question whether Scrum methodology might function as an appropriate scaffold to enhance students’ learning and to support teachers in context-based secondary chemistry education.

How can teachers be motivated by their students’ data in making stepwise changes to their teaching practices?

This project aims to analyze and increase student motivation and achievement during the first three years of secondary school with an intervention that focuses on development of students’ talents.

In secondary school, homophobic language is common, even in the Netherlands where there is high acceptance of homosexuality in the adult population. Adolescents especially in lower educational levels have prevailingly negative attitudes towards their lesbian and gay peers. Peer education with its participatory…

Student agency is defined as the ability to increasingly take control of the learning process. It is associated with better grades, well-being, motivation and self-confidence. This research aims to provide teachers tools to stimulate student agency and to monitor its growth.

Schools of secondary education are assigned to (further) develop a curriculum vision regarding three functions of education (Sectorakkoord VO, 2014; 2018).: qualification, socialization, and subjectification (Biesta, 2015). This research project is aimed at developing instruments that help schools identify,…

Does a universal psychoeducational course about stress in adolescents: I) lead to an increase in knowledge of stress?, II) affect the frequency with which stressors are experienced and the overall stress level?, III) create interest in a tier 2 level follow-up training?, and IV) appeal to students in…

Many teachers in secondary education take differences between pupils into account . PhD research by Saskia Stollman (ICLON) shows that they need room to experiment and the support of the school management

With a perspective-based approach to education, students' knowledge, skills and attitude are linked.

The topic of this PhD thesis is teachers' perspectives on self-regulated learning.

A teacher perspective

Markus Altena Davidsen and colleagues Michaël van der Meer, Maurits Berger and Kim Beerden received a subsidy from the KNAW-Pilotfund. They will use the 10.000 € for an inspiration book for teachers religion/worldview.

Dissatisfied older teachers regularly quit teaching before reaching retirement age. In her dissertation, PhD candidate Ietje Veldman advocates specific coaching for this group to retain them for education. PhD defence on September 27th.

What relationships exist between different types of PLCs and cognitive differentiated teaching?

An important goal of the ICLON programme is to build bridges between practice and theory.

The earlier you introduce children to a language, the sooner they can be captivated by it and see that there is more than just Dutch and English. That is the basis for the language lessons for primary education that Alisa van de Haar, university lecturer of French, collaborated on. ‘Deans from different…

What motivates learners in bilingual education to learn English and how can and do teaching practices contribute to that motivation?

Religious Studies at Leiden University allows you to study a broad spectrum of religions and their manifestations.

This thesis reports on a study that examined the development of L1 teachers’ practical knowledge when they researched and implemented concept-context rich education in an action-research setting.

How can preservice teachers be prepared for culturally responsive classroom management?