Marnix Academie

Samenvatting Het dagelijks werk van een arts bestaat uit patiëntenzorg (eerste vak) en uit allerlei andere zaken, zoals verandermanagement of beleidsontwikkeling (tweede vak). Op dit moment worden studenten geneeskunde nog onvoldoende op het tweede vak voorbereid. In 2019 zijn wij daarom gestart met nieuw onderwijs binnen de master geneeskunde, waarbij alle studenten vroeg in hun carrière proactief kennismaken met het tweede vak. Uit de huidige evaluatie blijkt dat deelnemers het onderwijs als zeer waardevol ervaren, met hoge waarderingen voor inhoud en docent. Wij overwegen nu verdere uitbreiding van het onderwijs. Daarnaast zou soortgelijk onderwijs ook in andere opleidingsregio’s geïntroduceerd kunnen worden.

This qualitative study examines shifts in the ability of Dutch schoolteachers to provide culturally responsive and bonding-oriented newcomer education, as identified by participants and teacher educators involved in the post-initial Teacher Education (TE hereafter) programme ‘Specialist Newcomer Education’. A thematic analysis of programme materials, focus group interviews and portfolios reveals self-reported shifts in teacher responsiveness regarding the multi-layered identity of pupils and teachers, their multilingualism, transnational knowledge and processes of micro-aggression and silencing within the classroom and beyond. It also illustrates the viability of our analytic tool to map (voids in) teachers' ability to provide culturally responsive and bonding-oriented newcomer education.

This study focuses on how professionals in primary education contribute to children's upbringing, and engage in upbringing-related collaboration with parents. Eleven Dutch principals are interviewed about views, practices, and leadership. All of them recognise upbringing in education, and describe interwovenness of care, teaching and upbringing. Contributions to upbringing strongly relate to learning. Especially children's school readiness and the establishment of conditions for learning require intensified upbringing support. Teachers’ empathy and attitude of equality support the collaboration with parents on upbringing. The narratives reveal the complexities of leadership on upbringing and teacher-parent collaboration, amid the differing upbringing contexts, interests and views.

The self-efficacy and professional engagement of novice teachers were examined in the context of a teacher development programme (TDP) in the Chinese vocational education context. A pre-and post-test control group design was used. The experimental and control groups contained 41 and 42 novice teachers, respectively, who were mostly in their first year. Multivariate analysis of co-variance and paired samples t-tests showed that the TDP had significant effects on two sub-scales of teachers' efficacy (i.e. classroom management and student engagement) and one sub-scale of professional engagement (i.e. planned persistence). Then, we discussed the possible explanations of these findings and proposed suggestions for future TDPs and further research.

When dyslexia is diagnosed late, the question is whether this is due to late‐emerging (LE) or late‐identified (LI) problems. In a random selection of dyslexia‐diagnosis case files we distinguished early‐diagnosed (Grade 1–3, n = 116) and late‐diagnosed (Grade 4–6) dyslexia. The late‐diagnosed files were divided into LE (n = 54) and LI dyslexia (n = 45). The LE group consisted of children whose national‐curriculum literacy outcomes did not warrant referral for dyslexia diagnosis in Grades 1–2; the LI group of children whose literacy outcomes did, but who were referred for diagnostic assessment after Grade 3. At the time of diagnosis, the percentage of poor performers on word‐level literacy measures generally did not differ between the groups. Only the LE group contained fewer poor performers than the early‐diagnosed and LI group on some word‐reading measures. All groups showed similar distributions of phonological difficulties. There were no indications of compensation through vocabulary, memory or IQ in either late‐diagnosed group. Our diagnosis‐based study confirms and extends previous research‐based studies on LE dyslexia. Moreover, it shows that LI dyslexia exists, which can be regarded as the existence of instructional casualties. The findings speak to issues of identification, diagnosis and compensation and call for further efforts to improve the early identification of dyslexia.

This study is focused on exploring novice teachers' appraisal of expert feedback in a professional development programme for vocational schoolteachers. Twelve novice teachers in different school subjects were interviewed after the programme. An appraisal framework with 4 domains and 12 appraisal categories was built based on coding and analysing interview transcripts. The most frequently occurring appraisal categories and the differences between Chinese language teachers and vocational subject teachers were also analysed qualitatively. The findings revealed novice teachers’ concerns and expectations for expert feedback, as well as provided an appraisal framework for future studies on feedback in teacher professional development.

Although distributed leadership and inquiry-based working are relevant topics to primary education, there has been little discussion about how team members perceive these practices as meaningful in their day-to-day work. Following on from prior quantitative studies, the present study conducted a case study in which semi-structured interviews were employed to collect data. The findings suggested that teachers and their principal perceive distributed leadership and inquiry-based working as crucial to realizing educational change. More specifically, the case study showed how inquiry-based working could support distributed leadership and teachers’ ability to take the initiative to create educational change. Specifying the relationships could help teachers and school leaders to consciously leverage distributed leadership and inquiry-based working techniques to fully meet students’ needs.

Introduction The aim of this study was to review information about risk factors for lower extremity running injuries in both short-distance (mean running distance ≤20 km/week and ≤10 km/session) and long-distance runners (mean running distance >20km/week and >10 km/session). Materials and Methods Electronic databases were searched for articles published up to February 2019. Prospective cohort studies using multivariable analysis for the assessment of individual risk factors or risk models for the occurrence of lower extremity running injuries were included. Two reviewers independently selected studies for eligibility and assessed risk of bias with the Quality in Prognostic Studies tool. The GRADE approach was used to assess the quality of the evidence. Results A total of 29 studies were included; 17 studies focused on short-distance runners, 11 studies focused on long-distance runners and 1 study focused on both types of runners. A previous running-related injury was the strongest risk factor for an injury for long-distance runners, with moderate-quality evidence. Previous injuries not attributed to running was the strongest risk factor for an injury for short-distance runners, with high-quality evidence. Higher Body Mass Index, higher age, sex (male), having no previous running experience and lower running volume were strong risk factors, with moderate quality evidence, for short-distance runners. Low-quality evidence was found for all risk models as predictors of running-related injuries among short- and long-distance runners. Conclusion Several risk factors for lower-extremity injuries have been identified among short- and long-distance runners, but the quality of evidence for these risk factors for running-related injuries (RRIs) is limited. Running injuries seem to have a multifactorial origin both in short- and long-distance runners.

The importance of sustainable education is increasingly being seen over the last decade. One way is by offering social entrepreneurship education (SEE): education that addresses engagement (empathy, compassion and care) and entrepreneurship. In a Dutch institute for primary teacher education, a pilot study was undertaken on SEE. Student teachers were instructed to design games that stimulate social entrepreneurship of children aged 8ñ12, and especially aim at enhancing empathy. Game designing appears to offer good opportunities for the enhancement of empathy. This study reveals what the students enrolled in the pilot (n=8) perceived to have learned about SEE, and in particular about the enhancement of empathy. The students saw a relationship between empathy, sustainability issues and SEE. They had the impression certain game conditions, competences and teacher characteristics stimulated SEE and empathy. Game designing offered good opportunities to enhance empathy and helped the students to increase their understanding of SEE.

This article studies the relationship between teachers’ perceptions of distributive leadership and inquiry-based work in primary schools and the resulting impact on those teachers’ capacity to contribute to educational change. The path analysis that tests the proposed model relies on questionnaire data collected from 787 teachers in 65 primary schools. The results indicate a direct, positive effect of distributive leadership on teachers’ collaboration and collegiality, as well as on their motivation to contribute to educational change. Inquiry-based work positively mediates the effect of such leadership styles on three aspects of teachers’ capacity to change: collaboration, professional learning activities, and motivational factors. Therefore, all three promising aspects can be reinforced if teachers adopt leadership roles and combine these roles with inquiry-based work practices.

In the project Learning for Life we developed a hermeneutical–communicative model for worldview education that answers the European challenges of worldview diversity and worldview illiteracy. We implemented the model in a participatory action research project at nine schools for primary education in the Netherlands and monitored the outcomes. A meta-analysis shows that the model can be fruitfully applied in confessional and public schools, as well as in cooperation schools, which are a merger of confessional and public schools. The model is demanding with regard to the skills and attitude of worldview teachers. We suggest improvements for two aspects of the model from the perspective of white normativity.

This study reports on changes in student teachers’ meaning-oriented learning during teacher education and their perceptions of what enhances this learning. Students with a meaning-oriented learning pattern view learning as an active process of knowledge construction, are capable of regulating their learning, want to understand a topic thoroughly, form their opinions about it and draw their own conclusions. This study is situated in Dutch academic primary teacher education, covering student teachers’ entire study period. Quantitative data on changes in their learning patterns were collected using a pre-test/post-test design (N = 21). The student teachers’ perceptions of what enhanced meaning-oriented learning were explored by conducting semi-structured interviews after their graduation (N = 9). At the group level, changes were limited to an increasing use of deep processing strategies. At the individual level, changes varied from a moderate decrease to a high increase in meaning orientation. Increases appeared to be related particularly to student teachers’ perceptions of opportunities to learn from their own interests and to regulate their own learning; student teachers who reported having experienced such opportunities increased their meaning-oriented learning. The study indicates that student teachers could benefit from explicating and discussing these opportunities.

The present study identifies ways of how meaning-oriented learning is enhanced in academic primary teacher education, a new route to the teaching profession in the Netherlands. Meaning-oriented learners are generally described in the literature as being capable to regulate their own learning, to understand a topic thoroughly, to form their own opinion about it and to draw their own conclusions. Semi-structured interviews were held with both student teachers (n = 32) and educators (n = 18) who participated in this new route. Interviewees perceived common ways of enhancing meaning-oriented learning, such as encouraging students to structure, relate and critically process knowledge. Other ways are related to the development of students’ professional identity as an academic primary teacher in general, for example, through students’ reflection on the development of such an identity and their sharing of knowledge, not only with peers and educators, but also externally in publications, on a conference or on the Web. The present study indicates that the newly developed route to the teaching profession successfully contains elements that provoke meaning-oriented learning. The results of this study are useful for the (further) development of teacher education contexts in which the enhancement of meaning-oriented learning by student teachers is an important aim. To receive full article : https://www.tandfonline.com/eprint/Yk6ZTICHzDdfn9nzCrqy/full

Purpose The purpose of this research is to improve our understanding of psychological factors that influence inquiry-based leadership. This study investigates how affective attitude, experienced social pressure, and self-efficacy relate to aspects of inquiry-based school leadership. A school leader’s inquiry habit of mind, data literacy, and the extent to which he or she creates a culture of inquiry in the school are each identified as aspects of inquiry-based leadership. Design/methodology/approach Data were collected from questionnaires completed by a sample of 79 school leaders. Findings A significant relationship was found between self-efficacy regarding inquiry-based leadership and all aspects of inquiry-based leadership. Affective attitude towards inquiry-based leadership was significantly related to creating a culture of inquiry. There was no unique relationship between experienced social pressure and inquiry-based leadership. Practical implications Administrators and educators of school leaders who aim to stimulate inquiry-based school leadership should not only focus on increasing the capacity of school leaders to lead their school in an inquiry-based way, but they should also focus on leaders’ self-efficacy and on fostering leaders’ positive attitude towards inquiry-based school leadership. Administrators and educators can, for example, give positive feedback, emphasize the added value of inquiry-based leadership, encourage working with critical friends, and stimulate collaboration with other leaders. Originality/value This study addresses two gaps in the existing research, by focusing on inquiry-based leadership instead of data use and on psychological factors instead of knowledge and skills that are related to this type of leadership.

Introduction: Pharmacological manipulation of signalling pathways is becoming an increasingly important avenue for the rational clinical management of disease but is hampered by a lack of technologies that allow the generation of comprehensive descriptions of cellular signalling. Areas covered: Herein, the authors discuss the potential of peptide array-based kinome profiling for evaluating cellular signalling in the context of drug discovery. Expert commentary: Genomic and proteomic approaches have been of significant value to our elucidation of the molecular mechanisms that govern physiology. However, an equally, if not more important goal, is to define those proteins that participate in signalling pathways that ultimately control cell fate, especially kinases. Traditional genetic and biochemical approaches can certainly provide answers here, but for technical and practical reasons, are typically pursued one gene or pathway at a time. A more comprehensive approach is one in which peptide arrays of kinase-specific substrates are incubated with cell lysates and (33)P-ATP generating comprehensive descriptions, or where arrays are interrogated with phosphospecific antibodies. Both approaches allow analysis of cellular signalling without a priori assumptions to possibly influenced pathways.

In this chapter I show by means of examples how the complex transition from tradition oriented to pupil oriented worldview education has taken place in several primary schools in the period between 2008–2016.

Within sixteen Dutch teacher education institutes for primary school teachers students’ motivation for teacher education and the teaching profession, expectations about knowledge acquisition, learning conceptions and learning orientations at the start of their study were examined, including differences between these prospective primary school teachers in academic and regular trajectories. For this purpose a survey was conducted. Results indicate that students in both trajectories have strong pedagogical, didactic and subject matter motives. Academic students have less pragmatic and hedonistic and more innovation directed motives; they expect more education in the field of research and innovation and are less fond of cooperation with peers. Both academic and regular students expect a strong relationship between theory and practice in their education and perceive learning as acquiring knowledge that can be used or applied.

This chapter describes the approach of incorporating high quality interaction in science and technology education, employing interaction as indispensible tool and strategic purpose simultaneously. First we argue why high quality interaction is vital in science and technology education (S & T education). We describe the concrete features that mark high quality and demonstrate why high quality interaction needs to be incorporated in teacher professionalization.

Oral language education is important throughout primary school for the development of language and learning. Yet in today's educational practice this core principle is neglected and classroom interactions lack quality. Teachers know that supporting students to participate actively in learning is important but they do not master the interaction skills to apply this knowledge in practice. However, as small scale studies demonstrate, teachers can acquire the necessary skills to improve the quality of classroom interaction and can learn to adopt a new teacher role. To promote this on a national scale we developed a checklist for teachers that focuses on acquisition oriented interaction strategies. These teacher strategies are linked to complementary child participation. In order to yield actual changes in classroom conversations professional learning must be well structured. Major course elements on the checklist are: the use of video footage of teachers’ own classroom conversations, and team meetings combined with individually oriented teacher guidance in the classroom. Evaluations of this course yielded positive reactions. In order to guarantee implementation we developed courses for teacher facilitators as well. Presently efforts are being directed at science education in primary schools, and integration of the language and learning course in the teacher training college curriculum.